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HOW  TO  STUDY 
THE  OLD  TESTAMENT 


BY 

FRANK  KNIGHT  SANDERS,  Ph.D.,  D.D. 

PRESIDENT  OF  WASHBURN  COLLEGE,  TOPEKA,  KANSAS 

AND 

HENRY  A.  SHERMAN 


NEW  YORK 
CHARLES  SCRIBNER'S  SONS 


now  TO  STUDY  THE  OLD  TESTAMENT 


HOW  TO  STUDY 
THE  OLD  TESTAMENT 


BY 

FRANK  KNIGHT  SANDERS,  Ph.D.,  D.D. 

PRESIDENT  OF  WASHBURN  COLLEGE,  TOPEKA,  KANSAS 

AND 

HENRY  A.  SHERMAN 


NEW  YORK 
CHARLES  SCRIBNERS  SONS 


Copyright,  1915,  bt 
CHARLES  SCRIBNER'S   SONS 


INTRODUCTION 

The  aim  of  this  course  of  study  is  to  enjiljle  each  student 
to  gain  a  clear,  comprehensive  and  proportionate  Ivuowledge 
of  the  chief  characters,  events,  movements  and  ideas  repre- 
sented by  Old  Testament  history,  and  to  secure  a  bird's-eye 
view  of  Old  Testament  Hterature  and  thinking. 

Method 

These  outlines  divide  the  year's  work  into  104  definite 
assigrmients  so  that  the  entire  Old  Testament  may  be  covered 
in  one  year  of  private  reading  and  study,  in  one  year's  college 
work  (three  hours  a  week),  or  in  classes  in  one  year  of  fifty- 
two  weeks  (two  assigimients  a  week). 

The  outhnes  are  based  on  Sanders'  ''History  of  the  Hebrews" 
and  in  each  lesson  the  first  reading  reference  is  always  to  that 
work.  The  reading  references  to  the  four  volumes  of  Kent's 
''Historical  Bible"  present  a  clear  translation  and  arrangement 
of  the  more  important  Old  Testament  writings  and  ^\ith  the 
accompanying  historical,  geographical  and  literary  inter- 
pretations furnish  an  ample  basis  for  connected  reading  and 
study. 

It  will  always  be  understood  that  an  essential  part  of  the 
preparation  for  each  lesson  is  the  careful  answering  of  the 
questions  Avhich  are  placed  at  the  beginning  of  each  group  of 
numbered  sections  of  Sanders'  "History  of  the  Hebrews." 
(For  example,  section  33,  page  25.)  These  questions  are  care- 
fully formulated  in  order  to  direct  the  Bible  reading  of  the 
student  and  to  save  his  time.  If  every  question  is  answered 
thoughtfully  from  the  Bible,  and  if  the  incidental  references 
are  looked  up,  the  studcuit  cannot  fail  to  gain  a  complete  work- 
ing knowknlge  of  the  subject.  At  the  end  of  each  lesson  addi- 
tional reading  references  iwc  given  which  are  entirely  optional 
and  are  int(ui(l(Hl  for  those  having  acc(^ss  to  additional  referc^nce 
books.  These  references  may  be  utilized  for  advanced  study  or 
in  the  pre])aration  of  special  ]")a]KM-s. 

In  connection  witli  each  l(\^son  the  outstanding  facts  are 
given  and  these  should  be  carefully  noted.  The  questions 
which  are  provided  in  connection  with  each  lesson  are  to  be 


vi  INTRODUCTION 

fully  answered.  Where  this  outline  is  used  in  a  class,  the 
questions  may  be  used  by  the  instructor  for  the  classroom 
discussions  in  which  he  tests  or  supplements  the  result  of  the 
student's  previous  reading.  This  method  makes  it  possible 
to  master  thoroughly  the  field  covered  by  the  lesson,  with  the 
greatest  economy  of  effort  and  time. 

In  order  to  complete  the  course  of  study  planned  in  the 
outline  beginning  on  page  1,  the  following  with  the  abbreviations 
that  will  be  used  are  the 

Books  of  First  Importance 

SHH,   Sanders'  History  of  the  Hebrews. 

HBi,     Kent's  Historical  Bible,  Vol.   I.     Heroes  and  Crises  of  Early 

Hebrew  History. 
HBii,    Kent's  Historical  Bible,  Vol.  II.     The  Founders  and  Rulers  of 

United  Israel. 
HBiii,  Kent's  Historical  Bible,  Vol.  III.     The  Kings  and  Prophets  of 

Israel  and  Judah. 
HBiv,  Kent's  Historical  Bible,  Vol.  IV.     The  Makers  and  Teachers  of 

Judaism. 

Additional  Books 

which  are  entirely  optional  but  which  will  be  found  exceedingly 
helpful  to  those  who  wish  further  reading  references  or  more 
detailed  and  fuller  information.  The  more  important  books 
are  starred. 

Breasted's  History  of  the  Ancient  Egyptians. 

Driver's  Introduction  to  the  Literatiu-e  of  the  Old  Testament. 

Goodspeed's  History  of  the  Ancient  World. 

Goodspeod's  History  of  the  Babylonians  and  Assyrians. 
*Gray's  Critical  Introduction  to  the  Old  Testament. 
^Hastings'  One  Volume  Dictionary  of  the  Bible. 

Jastrow's  Hebrew  and  Babylonian  Traditions. 
*Kent's  Israel's  Historical  and  Biographical  Narratives,  Vol.  II  of  The 

Student^'s  Old  Testament. 
*Kont's  The  Sermons,  Epistles,  and  Apocalypses  of  Israel's  Prophets, 

Vol.  Ill  of  The  Student's  Old  Testament. 

Kent's  Israel's  Laws  and  I^egal  Precedents,  Vol.  IV  of  The  Student's 

Old  Testament. 
*Kent's  Songs,  Hymns  and  Prayers  of  the  Old  Testament,  Vol,  V  of 

The  Student's  Old  Testament. 
*Smith's  The  Religion  of  Israel. 

Smith's  The  Prophet  and  His  Problems. 

Kent's  The  Beginnings  of  Hebrew  History,  Vol.  I  of  The  Student's 

Old  Testament. 


HOW  TO  STUDY  THE  OLD  TESTAMENT 


LESSON  1 
THE  HISTORICAL  AND  RELIGIOUS  VALUE  OF  THE 

OLD  TESTAMENT 
Read 

SHH,    1-15   (Sanders'   History   of  the   Hebrews,  sections  numbered 
1  to  15  inclusive.) 

Note  carefully  the  following  facts: 

1.  That  Hebrew  liistory  parallels  that  of  the  greatest  nations  of 
ancient  times.  2.  The  Old  Testament  tells  the  story  of  the  growth 
of  the  ancient  world.  3.  It  interprets  this  development  in  terms 
of  God.  4.  It  shows  how  the  Hebrews  became  the  religious  teachers 
of  the  world.  5.  The  grouping  of  the  books  and  their  literary  classi- 
fication. 

Questions  to  be  answered: 

1 .  Why  is  it  important  for  a  thoughtful  person  to  know  Hebrew  liistory? 

2.  With  what  nine  great  nations  did  the  Hebrews  come  into  contact? 

3.  Of  how  many  centuries  is  Hebrew  history  a  reasonably  accurate 

record? 

4.  What  gives  it  peculiar  ^'alue  as  a  record? 

5.  Why  are  the  Apocryphal  books  omitted  from  the  English  Old 

Testament? 

6.  How  did  the  Hebrew  scribes  group  the  books  of  the  Old  Testament? 

7.  Under  how  many  literary  types  should  the  books  of  the  Old  Testa- 

ment be  classified? 

8.  When  and  by  whom  were  the  Jewish  Scriptures  first  collected  into 

one  volume? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  338,  sections  2-11. 

LESSON  2 
HOW  THE  OLD  TESTAMENT  CAME  INTO  BEING 
Read 

SHH,  16-20   (Sanders'  History  of  the   Hebrews,  sections  numbered 
16  to  20  inclusive). 

1 


2  HOW  TO  STUDY  THE  OLD  TESTAMENT 

Note  carefully  the  following  facts: 

1.  That  the  Old  Testament  is  in  every  sense  a  great  literature.  2. 
That  it  had  a  very  gradual  development.  3.  That  its  books  repre- 
sent many  different  methods  of  growth.  4.  That  the  authors  of  many 
of  the  books  are  quite  unknown.  5.  That  the  value  of  the  Old  Testa- 
ment books  is  evidenced  by  their  human  message. 

Questions  to  be  answered: 

1.  Some  one  has  said  that  the  Old  Testament  is  "literature  plus." 

Plus  what? 

2.  To  what  five  literary  tests  does  the  Old  Testament  respond? 

3.  How  many  centuries  did  the  Old  Testament  require  for  its  com- 

pletion? 

4.  Mention  the  books  of  the  Old  Testament  whose  authors  are  known 

by  name. 

5.  What  element  other  than  known  authorship  gives  value  to  a  book? 

6.  What  is  the  supremely  valuable  element  in  every  bibhcal  book? 

LESSON  3 

THE  ANCIENT  WORLD 
Read 

SHH,  21-30(  Sanders'  History  of  the  Hebrews,  sections  numbered 
21  to  30  inclusive);  HBi,  1-21  (Kent's  Historical  Bible,  Volume  I, 
pages  1  to  21  inclusive). 

Note  carefully  the  following  facts: 

1.  The  relative  smallness  of  the  Old  Testament  world.  2.  The 
remarkable  progress  of  Babylonian  and  Egyptian  civilization  before 
2500  B.C.  3.  That  the  geographical  location  of  Palestine  was  of 
great  strategic  value.  4.  That  the  Hebrews  and  Babylonians  be- 
longed to  the  same  racial  family.  5.  That  this  racial  inheritance  was 
at  least  one  of  the  factors  which  made  the  Hebrews  a  chosen  people. 

Questions  to  be  answered: 

1.  With   what   country  of  today  would  the   Old  Testament  world 

fairly  compare  in  size? 

2.  What  ga\'e  Babylonia  its  unquestioned  dominance  over  the  ancient 

world  until  about  2000  B.C.? 

3.  What  was  taking  ]ilace  in  Egypt  during  the  same  early  period? 

4.  What  made  Palestine  so  very  desirable  as  a  home  for  the  Hebrews? 

5.  Why  did  not  the  Babylonians    and  Phcrnicians  have  in  many 

resi)ects  the  same  religious  development  as  the  Hebrews? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  338,  sections  21-30. 


HOW  TO  STUDY  THE  OLD  TESTAMENT  3 

•LESSON  4 

GOD  REVEALED  IN  CREATIOxN 
Read 

SHH,  31-35  (Sanders'  History  of  the  Hebrews,  sections  numbered 
31  to  35  inclusive);  HBi,  36,  231-233  (Kent's  Historical  Bible, 
Volume  I,  page  36  and  pages  231  to  233  inclusive). 

Note  carefully  the  following  facts : 

1.  That  the  sources  that  i^ecord  the  beginnings  of  the  liistory  of  the 
Hebrews  are  found  in  the  first  five  books  of  the  Old  Testament.  2. 
This  record  is  chiefly  conveyed  through  the  form  of  stories.  3.  That 
the  dominant  aim  of  these  stories  is  religious.  4.  That  the  first 
chapter  of  Genesis  is  really  a  poem  about  God.  5.  That  tliis  chapter 
furnishes  a  remarkable  introduction  to  the  thought  and  teaching 
of  the  Bible  as  a  whole. 

Questions  to  be  answered: 

1.  What  are  the  five  biblical  books  which  tell  the  story  of  the  child- 

hood of  the  Hebrew  people? 

2.  What  indicates  that  Genesis  1 :  1  to  2 :  4^  is  a  stately  poem? 

3.  What  great  event  does  it  describe? 

4.  What  are  its  four  great  ideas? 

5.  What  is  its  real  theme? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  338,  sections  32,  33-35. 

LESSON  5 
THE  UNIQUE  PLACE  OF  MAN  IN  THE  UNIVERSE 

Read 

SHH,  36-41;  HBi,  31-42. 

Note  carefully  the  following  facts: 

1.  The  highly  symbolic  character  of  the  narrative  in  Gen.  2:4i^ 
to  3:24.  2.  Its  concrcteness  and  vividness  of  expression.  3.  The 
declaration  that  man  is  closely  akin  to  God.  4.  The  clear  assertion 
of  the  primacy  of  man  in  the  world.  5.  The  equally  clear  fact  of 
man's  responsi):)ility  for  sin. 

Questions  to  be  answered: 

1 .  What  wonderful  fact  regarding  man  does  Genesis  2 :  7  declare? 

2.  Why  did  God  place  in  the  Garden  the  tree  of  the  knowledge  of 

good  and  evil? 

3.  What  noble  conception  of  womanhood  is  conveyed  by  the  story 

of  Genesis  2:  18-25? 

4.  What  makes  an  act  sinful? 


4  HOW  TO  STUDY  THE  OLD  TESTAMENT 

5.  What  four  unexpected  results  follow^  from  the  sin  of  Adam  and 

Eve? 

6.  What  New  Testament  parable  furnishes  a  remarkable  parallel  to 

this  story  of  human  experience? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  pages  338,  339,  sections  36-38,  39-41. 

LESSON  6* 

MANKIND'S  FRESH  START 
Read 

SHH,  42-44;  HBi,  52-65. 

Note  carefully  the  following  facts : 

1.  That  all  Semitic  peoples  had  a  story  of  the  flood  more  or  less 
like  the  biblical  story.  2.  The  pecuhar  moral  interpretation  of  the 
flood  made  by  the  biblical  narrative.  3.  That  the  biblical  story  of 
the  flood  is  really  a  combination  of  two  independent  narratives.  4. 
The  constructive  results  of  the  flood.  5.  God's  great  interest  in 
upholding  righteousness. 

Questions  to  be  answered: 

1.  What  are  the  original  elements  in  the  bibhcal  story  of  the  flood? 

2.  On  what  grounds  was  Noah  exempted  from  destruction? 

3.  Was  the  flood  an  act  of  vengeance  or  a  divine  method  of  reforma- 

tion? 

4.  Which  was  the  greater  promise  made  to  Noah,  that  of  Gen.  8:  21-22 

or  that  of  Gen.  9:9-16? 

5.  How  does  the  story  illustrate  God's  persistent  love  for  mankind? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  339,  sections  42-44. 

LESSON  7 
THE  GREAT  RELIGIOUS  IDEAS  OF  GENESIS  1-11 

Read 

SHH,  40-50;  HBi,  65-72. 

Note  carefully  the  following  facts: 

1.  That  chiipter  10  is  the  earUest  knoAMi  assertion  of  human  brother- 
hood. 2.  That  Genesis  1-11  affirms  a  number  of  fundamental  rehgious 
ideas.  3.  That  these  ideas  are  conveyed  in  a  form  particularly 
suitable  for  impressive  teaching.  4.  That  these  ideas  become  an 
adequate  introduction  to  biblical  thinking  about  God,  man  and  the 


HOW  TO  STUDY  THE  OLD  TESTAMENT  5 

universe.     5.  That  their   distinctive  value  is  religious  rather  than 
scientific. 

Questions  to  be  answered: 

1.  What  great  principles  are  affirmed  in  Genesis  1-11  with  which  the 

world  of  today  is  in  entire  agreement? 

2.  What  is  the  element  in  these  stories  wliich  help  them  to  drive 

home  these  great  ideas? 

3.  What  attributes  of  God  do  they  emphasize? 

4.  What  do  they  declare  regarding  man's  greatest  need  and  man's 

highest  achievement? 

5.  What  do  they  indicate  regarding  God's  great  plan  for  the  world? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  339,  sections  45-49. 


LESSON  8 
ABRAHAM  THE  PIONEER 
Read 

SHH,  51-57;  HBi,  73-78. 

Note  carefully  the  following  facts : 

1.  That  with  these  chapters  our  attention  centers  on  the  origin 
of  the  Hebrew  people.  2.  That  these  narratives  describe  large  tribal 
movements  in  the  form  of  personal  histories.  3.  That  the  Abraham 
of  the  Hebrew  story  was  well  acquainted  with  Babylonian  culture 
at  its  highest  development.  4.  That  Abraham  represents  in  the  Bible 
a  new  and  higher  expression  of  religion.  5.  That  rehgious  leadership 
was  only  possible  to  him  by  departing  from  the  jurisdiction  of  the 
complex  polytheism  of  Babylonia. 

Questions  to  be  answered: 

1.  To  what  division  of  the  human  family  did  the  people  which  Abraham 

represents  belong? 

2.  What  are  the  two  traditions  regarding  Abraham's  early  home? 

3.  What  sort  of  a  man  must  he  have  been  in  order  to  measure  up  to 

God's  plan? 

4.  Why  did  he  settle  in  Canaan? 

5.  What  great  promises  were  made  to  Abraham  as  the   forefather  of 

the  Hebrew  race? 

6.  What  details  of  the  narrative  indicate  his  deeply  rehgious  nature? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  339,  sections  51-57. 


G  HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  9 
ABRAHAM  THE  MAN  OF  STURDY  FAITH 

Read 

SHH,  58-67;  HBi,  79-94. 

Note  carefully  the  following  facts: 

1.  The  commanding  personality  of  Abraham.  2.  The  emphasis 
laid  on  his  personal  traits.  3.  The  remarkable  teaching  about  God 
in  the  story  of  Sodom.  4.  The  significant  interpretation  of  bibhcal 
names.  5.  The  great  forward  step  taken  by  the  Hebrews  in  re- 
gard to  human  sacrifice. 

Questions  to  be  answered: 

1.  What  were  the  essential  differences  between  Abraham  and  Lot? 

2.  With  what  remarkable  exploit  is  Abraham  credited  in  Genesis  14? 

3.  What  distinctive  traits  in  Abraham's  character  are  emphasized  in 

these  narratives? 

4.  "What  made  God's  command  regarding  the  sacrifice  of  Isaac  a 

supreme  test  of  Abraham? 

5.  What  was  the  secret  of  Abraham's  greatness? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  339,  sections  59-67. 


LESSON  10 
JACOB  THE  CRAFTY 

Read 

SHH,  68-74;  HBi,  94-106. 

Note  carefully  the  following  facts : 

1.  That  the  stories  about  Jacob  portray  a  story  of  moral  gro^^i^h. 

2.  That  in  vividness  they  are  unsurpassed  in  the  Old  Testament. 

3.  That  Jacob  and  Esau  are  typical  of  their  respective  nations.  4. 
That  a  birthright  carried  ^^^th  it  privileges  which  a  far-sighted  man 
would  value.  5.  That  Oriental  peoples  supposed  that  a  father's 
dying  blessing  was  significant. 

Questions  to  be  answered : 

1 .  What  is  your  opinion  of  Rcbekah  as  she  is  described  in  chapter  24? 

2.  In  what  respects  did  her  two  sons  present  a  marked  contrast? 

3.  Why  did  I^sau  trade  his  birthright  for  a  mess  of  pottage? 

4.  What  far-reaching  liistorical  influence  of  this  trade  between  Jacob 

and  Esau  does  the  Bible  set  forth? 


HOW  TO  STUDY  THE  OLD  TESTAMENT  7 

5.  What  palliation,  if  any,  was  there  for  the  deception  practiced  by 

Rebekah  and  Jacob  on  Isaac? 

6.  What  tragic  consequences  resulted  to  the  conspirators? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  339,  sections  68-74. 

LESSON  11 
JACOB  THE  CHASTENED 
Read 

SHH,  75-82;  HBi,  107-120. 

Note  carefully  the  following  facts : 

1.  That  Jacob  felt  that  he  was  fleeing  not  only  from  his  home  but 
from  his  God.  2.  That  his  experience  at  Bethel  helped  liim  to  realize 
God's  accompanying  presence.  3.  That  his  experiences  with  Laban 
mirrored  to  Jacob  Ms  own  previous  meanness.  4.  That  through  deep 
moral  struggle  Jacob  finally  became  a  changed  man,  God's  prince. 
5.  That  he  proved  his  sincerity  by  making  peace  with  his  brother 
also.  6.  That  the  belief  that  Jacob  was  the  immediate  ancestor  of 
the  twelve  tribes  of  Israel  may  be  interpreted  racially. 

Questions  to  be  answered : 

1.  What  was  the  meaning  of  Jacob's  dream? 

2.  Why  did  he  set  up  a  stone  next  morning? 

3.  What  changes  resulted  from  his  twenty  years  of  life  with  Laban? 

4.  What  tremendous  moral  struggle  on  Jacob's  part  does  the  story 

of  the  wrestling  at  Jabbok  describe? 

5.  What  proof  did  he  afterward  give  that  he  truly  deserved  the  name 

Israel? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  339,  sections  76-82. 

LESSON  12 
JOSEPH  THE  DREAMER 
Read 

SHH,  83-88;  HBi,  121-133. 

Note  carefully  the  following  facts: 

1.  The  dramatic  unity  and  charm  of  the  Joseph  stories  and  their 
noble  ideals.  2.  The  value  of  suffering  in  the  development  of  char- 
acter as  illustrated  in  the  case  of  Joseph  as  well  as  in  that  of  Jacob. 
3.  The  im|)()rtant  reference  to  the  caravan  traflic  carried  on  from 
time  innnemorial  between  the  Eui)lirates  region  and  Egypt.     4.  That 


8  HOW  TO  STUDY  THE  OLD  TESTAMENT 

tiie  Pharaoh  who  appointed  Joseph  to  a  high  official  position  must 
have  belonged  to  one  of  two  periods  of  Egyptian  history.  5.  The 
remarkable  testimony  of  the  Tel-el- Amarna  letters  to  conditions  which 
would  have  made  possible  the  appointment  of  Joseph. 

Questions  to  be  answered : 

1.  In  what  way  was  Jacob  responsible  for  Joseph's  boyish  egotism? 

2.  What,  if  any,  justification  for  their  attitude  toward  Joseph  did  his 

brothers  have? 

3.  What  was  it  in  Joseph  that  brought  him  to  his  exalted  position  in 

Egypt? 

4.  Why  can  we  say  with  confidence  that  the  Pharaoh  who  appointed 

Joseph  must  either  have  been  a  Hyksos  king  or  a  member  of 
the  eighteenth  dynasty? 

5.  How  can  Joseph's  sweeping  changes  in  land  tenure  be  justified? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  339,  sections  83-88. 


LESSON  13 

JOSEPH  THE  TRUSTED  STATESMAN 
Read 

SHH,  89-95;  HBi,  134-150. 

Note  carefully  the  following  facts : 

1.  The  wonderful  pathos  of  these  narratives,  especially  the  im- 
passioned appeal  of  Judah  to  Joseph.  2.  That  while  the  Hebrews 
were  treated  hospitably  by  the  Pharaoh  they  remained  nevertheless 
foreigners  and  retained  their  nomadic  life.  3.  That  Jacob's  dying 
blessing  is  a  poem  from  the  days  of  the  kingdom  and  not  to  be  under- 
stood as  coming  from  the  patriarch's  lips  in  its  present  form.  4. 
The  substantial  archaeological  accuracy  of  the  Joseph  stories. 

Questions  to  be  answered : 

1.  What  induced  Joseph's  brothers  to  journey  down  to  Egypt? 

2.  By  what  series  of  tests  did  Joseph  prove  their  loyalty  to  Jacob 

and  Benjamin? 

3.  What  was  liis  generous  explanation  of  all  that  had  happened? 

4.  How  can  the  small  number  of  those  who  entered  Eg^^pt  be  ex- 

plained? 

5.  What  impressive  fact  regarding  Jacob  and  Joseph  appears  in  the 

closing  chapters? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  340,  sections  90-95. 


HOW  TO  STUDY  THE  OLD  TESTAMENT  9 

LESSON    14 
THE  ANCESTRAL  HISTORY  OF  THE  HEBREWS 
Read 

SHE,  96. 

Note  carefully  the  following  facts : 

L  That  the  previous  thirteen  lessons  complete  the  study  of  the 
Book  of  Genesis.  2.  That  some  chapters  for  ob\ious  reasons  have 
been  omitted.  3.  The  astonishing  variety  of  material  in  the  Book 
of  Genesis  and  consider  the  real  reason  for  it.  4.  The  fine  rehgious 
interpretation  of  life  from  the  first  chapter  to  the  last.  5.  That  the 
Book  of  Genesis  as  a  whole  continues  the  introductory  value  of  the 
first  eleven  chapters. 

Questions  to  be  answered  : 

1.  What  answers  should  be  given  to  the  questions  in  section  96  of  SHH 

(page  48)? 

2.  What  is  the  most  impressive  fact  stated  in  the  Book  of  Genesis? 

3.  What  is  the  most  helpful  fact  stated? 

4.  What  is  the  most  interesting  fact  stated? 

5.  What  is  the  best  illustration  of  God's  wisdom  given  in  the  Book 

of  Genesis? 

6.  What  aspect  of  the  Divine  Character  as  set  forth  in  Genesis  comes 

home  most  closely  to  men  and  women  of  today? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  340,  section  96. 

LESSON  15 

THE  HEBREWS  IN  EGYPT 
Read 

SHH,  97-101;  HBi,  151-157. 

Note  carefully  the  following  facts: 

1.  That  the  details  of  tlie  earl}'  chapters  of  Exodus  center  around 
Moses  rather  than  the  sojourn  in  Eg^'pt.  2.  That  a  great  dynastic 
change  took  place  in  Egypt.  3.  That  this  wholly  altered  the  situa- 
tion for  the  Hebrev\^.  4.  That  it  is  highly  probable  that  Ramses 
H  was  the  Pharaoh  who  knew  not  Joseph.  5.  That  I'igyi)t  with  its 
ancient,  stable,  and  varied  cultural  resources  offered  op])ortunities 
of  which  some  of  the  Hebrews  may  have  taken  advantage  in  various 
ways. 

Questions  to  be  answered : 

1.  What  was  the  advantage  to  the  Egyptians  of  settling  the  Hebrews 
on  the  northeastern  frontier? 


10         HOW  TO  STUDY  THE  OLD  TESTAMENT 

2.  What  grounds  are  there  for  identifying  Ramses  II  as  the  Pharaoh 

who  knew  not  Joseph? 

3.  What  were  the  historical  results  of  Ramses  II's  prolonged  warfare 

with  the  Hittites? 

4.  What  other  nation  of  western  Asia  was  gradually  coming  into 

l^rominence  during  his  hfetime? 

5.  What  two  varying  estimates  of  the  duration  of  the  sojourn  of  the 

Hebrews  in  Egypt  seem  to  be  reflected  in  the  Bible? 

6.  In  what  way  did  Egypt  and  her  people  probably  exert  the  deepest 

influence  upon  the  Hebrews? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  340,  sections  99-101. 

LESSON  16 
THE  GREAT  LEADER  OF  THE  EXODUS 
Read 

SHH,  102-111;  HBi,  157-178. 

Note  carefully  the  following  facts : 

1.  Moses'  thorough  preparation  for  leadership.  2.  That  after  the 
death  of  Ramses  II,  there  followed  a  dozen  years  of  weak  government 
which  probably  afforded  Moses  his  opportunity  to  free  the  Hebrews. 
3.  That  the  bibhcal  story  of  the  Exodus  is  evidentl}^  a  combination 
of  three  earher  narratives  of  these  events,  each  of  much  interest  and 
importance.  4.  That  the  Passover,  W'hether  it  originated  on  the  night 
of  the  departure  or  is  the  adaptation  of  a  still  earlier  national  feast, 
became  for  all  time  the  amiiversary  of  a  most  significant  event  in 
Israel's  history.  5.  That  the  numerical  statements  found  in  the 
earUest  biblical  narratives  are  quite  indefinite.  Possibl}^  the  large 
estimates  found  in  Exodus  and  Numbers  corresponded  to  the  writer's 
sense  of  the  importance  of  the  movement.  6.  That  the  word  Jehovah 
was  originally  written  in  Hebrew  without  vowels,  JHVH.  Just 
how  it  should  be  pronounced,  no  one  will  ever  know.  The  pro- 
nunciation Jehovah  arises  out  of  the  fact  that  the  Jewish  rabbis, 
some  ten  centuries  ago,  to  avoid  giving  the  real  pronunciation  wliich 
they  deemed  too  sacred  for  utterance,  gave  to  these  consonants  the 
vowels  of  the  word  ADONAI  (Lord)  so  that  whenever  a  reader  came 
to  the  sacred  name  JEHOVAH  he  would  substitute  the  word  ADONAI. 

Questions  to  be  answered : 

1.  What  other  Ijiblical  stories  match  the  story  of  the  birth  of  Moses 

in  charm  and  romantic  interest? 

2.  How  was  ^Moses  related  to  Abraham  and  Jacob? 

3.  What  made  Moses  the  leader  of  the  Hebrew  people? 

4.  What  three  great  reasons  led  Moses  to  champion  his  people? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         11 

5.  What  was  the  significance  of  the  new  name  of  God  henceforth 

adopted  by  the  Hebrews? 

6.  By  what  sjanboUsm  does  the  Passover  celebration,  even  today, 

emphasize  the  critical  events  of  their  departure  from  Egypt? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  340,  sections  103-111. 

LESSON  17 

THE  GREAT  DELIVERANCE 
Read 

SHH,  112-116;  HBi,  179-184. 

Note  carefully  the  following  facts : 

1.  The  clear  reference  of  the  narrative  to  the  two  great  ancient 
highways  out  of  Egypt  to  the  north  and  to  the  east.  2.  That  the 
exit  from  Egypt  toward  the  desert  was  carefully  guarded  and  probably 
shut  off  by  a  wall  wliich  ran  practically  along  the  hne  of  the  present 
Suez  Canal.  3.  That  the  story  of  the  crossing  of  the  Red  Sea  is  a 
combination  of  two  curiously  different  narratives,  one  highly  poetic, 
the  other  a  plain  statement.  4.  The  impressive  use  of  symbolism 
in  driving  home  the  great  religious  facts  of  the  Exodus.  5.  That 
the  Exodus  was  a  creative  epoch  in  the  Ufe  of  the  Hebrew  people. 

Questions  to  be  answered : 

1.  What  was  the  commanding  reason  that  influenced  Moses  to  lead 

his  people  out  into  the  desert? 

2.  What  reason  is  given  in  the  prose  narrative  for  the  sudden  op- 

portunity of  the  Hebrews  to  get  around  the  fortified  barrier? 

3.  What  were  the  far-reaching  results  of  the  disaster  which  befell  the 

Egyptian  army? 

4.  What  great  thought  regarding  Jehovah,  their  God,  was  impressed 

upon  the  Hebrew  mind  by  the  events  of  the  Exodus? 

5.  What  was  the  most  important  result  of  their  deliverance? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  340,  sections  113-115. 

LESSON  18 

THE  JOURNEY  TO  SINAI 
Read 

SHH,  117-121;  HBi,  lS.5-189. 

Note  carefully  the  following  facts : 

1.  The  great  scarcity  of  data  regarding  the  next  generation  of 
Hebrew  history.     2.  That  the  Book  of  Ixniticus  contains  no  his- 


12         HOW  TO  STUDY  THE  OLD  TESTAMENT 

torical  data.  3.  The  utter  impossibility  of  being  sure  of  the  details 
about  the  journej^  through  the  desert.  4.  The  two  possible  identi- 
fications of  ]\lt.  Sinai,  one  at  the  lower  end  of  the  peninsula,  the  other 
in  the  Mt.  Seir  region.  5.  That  the  holy  mountain,  wherever  it 
stood,  was  unquestionably  the  birthplace  of  the  Israehtish  or  Hebrew 
people. 

Questions  to  be  answered : 

1.  How  many  of  the  numerical  estimates  of  this  story  of  the  Exodus 

are  stated  in  round  numbers? 

2.  AMiat  gain  would  there  be  in  knowing  the  exact  location  of  Mt. 

Sinai? 

3.  What  powerful  desert  tribe  oegan  at  tliis  time  a  warfare  of  cen- 

turies with  the  Hebrews,  and  for  what  reason? 

4.  What  interesting  statement  is  made  regarding  their  food  supply? 

5.  For  what  reason  should  Sinai  be  of  universal  religious  interest? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  340,  sections  119-121. 

LESSON  19 

THE  STAY  AT  SINAI 
Read 

SHH,  122-127;  HBi,  190-201. 

Note  carefully  the  following  facts : 

1.  A  fourth  narrative  of  the  events  at  Sinai  is  to  be  found  in  Deu- 
teronomy. 2.  That  the  blood  covenant  into  which  the  Hebrews 
entered  with  Jehovah  was  the  most  solemn  form  of  covenant  known 
to  Semitic  peoples.  3.  That  Exodus  34:  14-26  contains  a  decalogue 
of  worship.  4.  That  Exodus  20:  1-17  contains  a  decalogue  of  personal 
obligation.  5.  That  a  large  part  of  Israelitish  legislation  is  written 
in  groups  of  five  or  ten  laws.  6.  That  a  great  reorganization  of  the 
social  and  religious  life  of  the  Hebrews  seems  to  have  been  instituted  at 
Sinai. 

Questions  to  be  answered : 

1.  Why  was  it  necessary  for  the  Hebrews  to  stay  at  Sinai  for  a  con- 

siderable period? 

2.  What  was  the  meaning  to  an  early  Hebrew  of  the  solemn  blood 

covenant  entered  into  with  Jehovah? 

3.  What  were  the  ten  commandments  of  the  ceremonial  decalogue, 

Exodus  34:  14-26? 

4.  In  what  respects  did  the  decalogue  of  Exodus  20  enlarge  the  rehgious 

thinking  and  obligations  of  a  Hebrew  beyond  that  of  Exodus  34? 

5.  What  kind  of  a  Deity  is  reflected  in  these  decalogues? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         13 

6.  What  assistance  other  than  divine  did  Moses  have  in  his  work  of 
organization? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  340,  sections  123-127. 

LESSON  20 
THE  PERIOD  OF  TRAINING  IN  THE  WILDERNESS 
Read 

SHH,  128-13G;  HBi,  202-229. 

Note  carefully  the  following  facts : 

1.  The  value  placed  by  Moses  on  sacred  symbolism.  2.  The  great 
importance  of  the  tent  of  meeting.  3.  That  Kadesh,  wdth  its  com- 
paratively abundant  water  supply,  naturally  became  the  headquarters 
of  the  Hebrews  during  a  generation  of  desert  life.  4.  The  strength  of 
Canaan  on  its  southern  frontiers.  5.  The  intensely  dramatic  quahty 
and  charm  of  the  story  about  Balaam. 

Questions  to  be  answered : 

1.  What  is  the  permanent  value  of  symbolism  in  religion? 

2.  What  provision  did  Moses  make  for  the  care  of  the  sacred  ark? 

3.  What  did  the  Hebrews  gain  from  their  desert  experience? 

4.  What  nations  did  the  Israehtes  avoid  on  their  journey  from  Kadesh 

to  the  Jordan  and  what  nation  did  they  conquer? 

5.  What  personal  quahties  most  impress  the  student  of  the  hfe  of 

Moses? 

6.  What  did  Moses  do  for  his  people? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  341,  sections  129-136. 

LESSON  21 

THE  BIRTH  OF  ISRAEL 
Read 

SHH,  137. 

Note  carefully  the  following  facts: 

1.  That  the  previous  20  lessons  cover  the  historical  data  of  the  first 
five  books  of  the  Old  Testament.  2.  That  a  large  amount  of  interest- 
ing legal  material  has  been  left  for  later  consideration.  3.  That  this 
omitted  material  includes  the  major  and  distinctive  portions  of  the 
Books  of  Leviticus,  Numbers  and  Deuteronomy.  4.  That  the  high 
hterary  standards  of  Genesis  are  continued  in  Exodus  1-20  and  in  the 
narrative  sections  of  Numbers.  5.  That  notwithstanding  the  meager- 
ness  of  historical  detail  these  chapters  fully  describe  the  first  stage 
in  Hebrew  progress. 


14         HOW  TO  STUDY  THE  OLD  TESTAMENT 

Questions  to  be  answered : 

1.  What  answers  should  be  given  in  section  137  SHH  (pages  68,  69)? 

2.  Compare  Moses  with  Joseph  in  qualities  of  leadership. 

3.  Which  life  is  the  more  directly  helpful  in  rehgious  thinking? 

4.  What  unique  inspiring  conception  of  God  does  the  story  of  the 

Mosaic  period  convey? 

LESSON  22 
THE  LAND  OF  CANAAN 
Read 

SHH,  138-142;  HBii,  1-3. 

Note  carefully  the  following  facts : 

1.  That  the  period  of  history  next  to  be  considered  is  presented, 
as  in  the  earlier  bibhcal  books,  in  personalized  fashion.  2.  That 
Hebrew  history  really  begins  with  the  crossing  of  the  Jordan.  3.  That 
the  Book  of  Judges  furnishes  through  its  vivid  stories  a  first-hand 
source  of  information.  4.  The  influence  of  the  variety  of  climate  and 
products  of  Canaan  on  the  development  of  the  Israelites.  5.  The 
remarkable  conjunction  of  events  which  gave  the  IsraeUtes  the  oppor- 
tunity to  conquer  Canaan. 

Questions  to  be  answered : 

1.  Wliich  of  the  three  parts  into  which  the  Book  of  Judges  may  be 

divided  contains  the  important  history? 

2.  What  is  the  Uterary  value  of  the  framework  into  which  each  judge 

narrative  is  set? 

3.  What  made  Palestine  so  valuable  as  a  home  for  the  Hebrew  people? 

4.  Which  of  the  seven  peoples  mentioned  in  Exodus  3 :  8  were  the 

most  important? 

5.  "WTiat    various   factors    contributed   to    Israel's    providential    op- 

portunity? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  341,  sections  139-142. 

LESSON  23 

THE  ENTRANCE  INTO  CANAAN 
Read 

SHH,  143-148;  HBii,  3-21. 

Note  carefully  the  following  facts : 

1.  That  the  story  of  the  crossing  of  the  Jordan  combines  more  than 
one  account  of  the  event.  2.  That  the  subsequent  movements  of  the 
Hebrews  were  determined  by  conditions  which  still  persist.     3.  That 


HOW  TO  STUDY  THE  OLD  TESTAMENT  15 

the  story  of  the  conquest  in  Joshua  must  be  supplemented  by  that 
in  the  first  chapter  of  Judges.  4.  That  the  more  important  part  of 
the  process  of  conquest  was  a  slow  assimilation  of  the  Canaanites. 
5.  That  tlie_  settlement  in  Canaan  was  the  first  step  in  socializing 
Israel's  rehgion. 

Questions  to  be  answered : 

1.  What  was  the  chief  value  to  the  Hebrews  of  crossing  the  Jordan 

and  the  capture  of  Jericho? 

2.  What  portion  of  the  country  was  settled  by  Judah  and  Simeon? 

3.  What  barrier  isolated  them,  more  or  less  completely,  from  the  other 

Hebrews  for  the  next  century? 

4.  Into  what  part  of  Canaan  did  Joshua  and  his  tribesmen  make 

their  way? 

5.  How  did  Joshua  compare  with  Moses  as  a  leader?* 

6.  On  the  whole  was  the  entrance  into  Canaan  a  step  upward  or  a 

step  downward? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  341,  sections  144-148. 

LESSON  24 

EARLY  CONDITIONS  IN  CANAAN 
Read 

SHH,  149-154;  HBii,  22-41. 

Note  carefully  the  following  facts : 

1.  The  extraordinary  number  of  wrong  acts  involved  in  the  story 
of  the  origin  of  the  sanctuary  at  Dan.  2.  The  relatively  low  religious 
standards  with  which  the  people  were  contented.  3.  The  redeeming 
fact  that  they  were  eager  to  honor  Jehovah.  4.  That  the  Song  of 
Deborah  is  unquestionably  one  of  the  oldest  pieces  of  Hebrew  litera- 
ture. 5.  That  the  struggle  with  Sisera  was  a  turning  point  in  Hebrew 
history. 

Questions  to  be  answered : 

1.  Why  did  the  Danites  need  to  find  a  new  home  in  the  north? 

2.  How  may  their  high-handedness  be  justified? 

3.  What  is  inost  impressive  in  the  Song  of  Deborah,  Judges  5? 

4.  What  qualities  did  Deborah  ]jossess  that  are  worthy  of  admiration? 

5.  What  inspiring  conceptions  of  Jehovah  are  mirrored  in  the  poem? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  341,  sections  149-154, 


16         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  25 
THE  HEBREW  HEROES 
Read 

SHH,  155-158;  HBii,  41-62. 

Note  carefully  the  following  facts : 

1.  That  some  of  these  "Judges"  must  have  been  contemporaneous. 
2.  That  many  of  tha  judges  are  little  more  than  names.  3.  That  they 
represent  extremely  different  types  of  leadership.  4.  That  the 
Israel  of  their  day  was  di\dded  into  a  great  number  of  small  com- 
munities. 5.  That  the  only  unity  continuously  recognized  was  that 
inspired  by  their  relationship  with  Jehovah. 

Questions  to  be  answered : 

1.  What  five  qualities  of  efficient  leadership  did  Gideon  possess? 

2.  What  did  he  really  do  for  his  people? 

3.  How  could  a  superstitious  man  like  Jephthah  be  recognized  as  a 

leader? 

4.  What  place  in  the  life  of  his  people  did  Samson  fill  particularly 

well? 

5.  AVhat  are  the  religious  lessons  of  his  career? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  341,  sections  156-158. 


LESSON  26 

ISRAEL'S  FINER  LIFE 
Read 

SHH,  159-161. 

Note  carefully  the  following  facts : 

1.  That  each  of  the  narratives  which  describe  the  life  of  these  days 
was  written  centuries  later.  2.  That  nevertheless  they  portray 
facts  which  must  be  assumed  as  substantially  true  if  we  are  to  account 
for  conditions  in  David's  time.  3.  That  the  story  of  Ruth  takes  first 
rank  as  literature.  4.  That  the  story  of  the  boyhood  of  Samuel  is 
noteworthy  for  its  religious  insight.  5.  That  these  two  narratives 
present  an  unusual  number  of  fine  types  of  character. 

Questions  to  be  answered : 

1.  What  noble  elements  of  character  find  good  illustration  in  Ruth? 

2.  Which  was  the  nobler,  Ruth  or  Naomi? 

3.  What  curious  customs  are  reflected  in  the  story  of  Ruth? 

4.  What  great  character  was  a  lineal  descendant  of  Ruth? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         17 

5.  Which  is  the  finer  character  in  the  story  of  Samuel,  the  boy  or  his 

mother? 

6.  What  were  the  influences  that  made  him  a  marked  lad? 

Optional  Reading  References: 

See  SHE,  Appendix  2,  page  342,  sections  160-161. 

LESSON  27 
THE  ISRAEL  OF  1050  B.C. 
Read 

SHH,  162. 

Note  carefully  the  following  facts : 

1.  That  the  previous  lesson  closes  the  period  of  the  Judges.  2. 
That  lessons  22  to  26  cover  the  Books  of  Joshua,  Judges,  and  Ruth. 
3.  That  the  latter  half  of  the  Book  of  Joshua  is  largely  given  up  to 
the  description  of  the  final  settlement  of  the  different  tribes.  4.  That 
these  books  include  much  interesting  and  instructive  historical  material. 
5.  That  the  narratives  portray  a  people  potentially  strong  but  still 
undeveloped,  pohtically,  socially,  and  religiously. 

Questions  to  be  answered : 

1.  Into  what  four  distinct  geographical  divisions  had  the  Hebrews 

become  grouped  at  this  time? 

2.  Which  was  the  leading  group? 

3.  What  gave  the  Philistines  an  advantage  over  the  Hebrews  during 

this  century? 

4.  What  were  the  good  and  bad  results  of  their  close  association  with 

the  Canaanites? 

5.  \ATiat  saved  them  from  going  the  way  of  the  Canaanites? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  342,  section  162. 

LESSON  28 

THE  BOOKS  OF  SAMUEL 
Read 

SHH,  163,  164;  HBii,  65,  66. 

Note  carefully  the  following  facts: 

1.  That  these  two  books  were  originally  one  continuous  writing. 
2.  That  they  must  hiivG  been  written  by  a  man  of  inteiLse  patriotism 
and  of  the  prophetic  habit  of  mind.  3.  That  these  books  represent 
the  highest  type  of  historical  writing.  4.  That  the  books  describe 
one  of  the  most  fascinating,  as  wvW  as  important,  periods,  of  Old 
Testament  history.    5.  That  these  books  represent  a  careful  survey 


18         HOW  TO  STUDY  THE  OLD  TESTAMENT 

of  the  period  made  several  centuries  later  rather  than  a  contem- 
poraneous record. 

Questions  to  be  answered : 

1.  What  four  great  leaders  of  the  Hebrew  people  are  described  in 

these  two  books  and  in  I  Kings  1-11? 

2.  Into  what  four  divisions  does  the  history  of  this  period  naturally 

fall? 

3.  Notice  that  the  narrative  of  the  first  chapter  of  I  Kings  follows 

directly   that   of   II    Samuel   20.     Why   were   the   intervening 
chapters  appended? 

4.  From  this  rapid  survey  of  these  books  what  impression  is  gained 

of  the  dominant  purpose  of  the  "UTiter? 

Optional  Reading  References: 

See  SHE,  Appendix  2,  page  342,  section  164. 

LESSON  29 
THE  SUPREMACY  OF  THE  PHILISTINES 
Read 

SHH,  165-169;  HBii,  63-74. 

Note  carefully  the  following  facts : 

1.  That  the  Philistines  had  become  formidable  rivals  of  the  Hebrews. 
2.  That  Shiloh  w^as  a  place  of  considerable  religious  importance  because 
of  the  presence  of  the  ark  and  its  guardians.  3.  That  the  ark  was 
regarded  by  the  Hebrews  and  the  Philistines  alike  with  superstitious 
awe.  4.  That  the  Philistines  maintained  tyrannical  authority  over 
the  Hebrews  for  several  decades. 

Questions  to  be  answered : 

1.  Where  had  the  Philistines  established  themselves  and  under  what 

pecuUar  organization? 

2.  What  impression  regarding  their  characteristics  does  this  narrative 

give? 

3.  \\'hy  notwithstanding  Eh's  evident  piet}^  did  he  make  so  con- 

spicuous a  failure? 

4.  Why  did  both  Philistines  and  Hebrews  feel  as  they  did  about  the 

ark? 

5.  Notwithstanding  the  superstitious  awe  with  which  the  ark  w^as 

evidently  regarded  by  the  Hebrews,  what  was  its  value  to  them? 

6.  What  steps  did  the  Phihstines  take  to  assure  their  complete  con- 

trol over  the  Hebrews? 

Optional  Reading  References: 

See  SHfl,  Appendix  2,  page  342,  sections  165-169. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         19 

LESSON  30 
THE    SELECTION    OF    SAUL   AS   THE    FIRST 

HEBREW   KING 
Read 

SHE,  170-173;  HBii,  74-76. 

Note  carefully  the  following  facts : 

1.  That  the  portraiture  of  Samuel  as  given  in  these  chapters  differs 
materially  from  the  one  suggested  in  the  preceding  chapters.  2. 
That  the  bitterness  of  the  oppression  of  the  Philistines  was  the  moving 
factor  in  bringing  about  a  great  change  in  Hebrew  organization.  3. 
The  natural  fitness  of  Saul  for  the  task  of  deliverance.  4.  That  the 
prophetic  bands  had  no  small  share  in  arousing  patriotism  among  the 
people.  5.  That  of  the  two  underlying  narratives,  one  seems  to  regard 
the  setting  up  of  the  kingdom  as  a  retrogression;  the  other  as  a  mark 
of  progress. 

Questions  to  be  answered : 

1.  Taking  all  the  facts  of  this  period  into  view,  what  place  did  Samuel 

really  fill  among  his  people? 

2.  What  fitted  Saul  to  respond  to  his  call? 

3.  What  led  the  people  to  accept  him  as  their  king? 

4.  Was  the  inauguration  of  the  kingdom  a  blunder  or  an  advance? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  342,  sections  170-173. 

LESSON  31 
THE  EARLY  PART  OF  SAUL'S  REIGN 
Read 

SHH,  174-177;  HBii,  77-83. 

Note  carefully  the  following  facts: 

1.  The  enormous  difhculties  which  Saul  had  to  face.  2.  The 
splendid  qualities  of  his  son  Jonathan.  3.  That  the  supreme  self- 
confidence  of  the  Philistines  led  to  their  own  defeat.  4.  That  ihe 
length  of  Saul's  reign  is  unknown.  5.  That  Saul's  royal  palace  was 
his  own  farmhouse.  6.  The  signal  victories  over  Israel's  foes  that 
marked  the  early  years  of  his  reign. 

Questions  to  be  answered : 

1.  What  qualities  .made  Jonathan  the  dominating  personaUty  in  the 

deliverance  from  the  Philistines? 

2.  In  the  opinion  of  the  historian  in  what  respects  did  he  surpass  his 

father? 

3.  To  what  aspects  of  royalty  as  usually  understood  was  Saul  oblivious? 


20         HOW  TO  STUDY  THE  OLD  TESTAMENT 

4.  What  supreme  service  did  he  render  to  his  people? 

5.  What  makes  the  narratives  of  chapters  9-11  and  14  so  fascinating? 

Optional  Reading  References: 

See  SHE,  Appendix  2,  page  342,  sections  174-177. 

LESSON  32 

THE  RISE  OF  DAVID 
Read 

SHE,  178-183;  EBii,  84-98. 

Note  carefully  the  following  facts : 

1.  The  fine  vivid  quahty  of  the  narratives  which  tell  of  David's 
youth  and  training.  2.  The  evident  duphcation  in  the  story  of 
Da\dd's  introduction  to  the  court  of  Saul.  3.  The  gradual  deteriora- 
tion of  Saul  as  the  representative  of  his  people.  4.  The  equally 
gradual  establishment  of  Da^dd  in  the  esteem  and  expectancy  of  the 
Eebrew  people.  5.  That  the  friendship  of  Jonathan  was  a  real 
factor  in  the  gro^vth  of  Da\dd's  finer  self. 

Questions  to  be  answered : 

1 .  What  led  to  the  estrangement  of  Samuel  and  Saul? 

2.  Eow  did  Da\dd  gain  his  recognized  standing  at  court? 

3.  ^Yhat    is  the    most  impressive  trait  in    the  bibhcal  portrait  of 

Jonathan? 

4.  What  was  the  secret  of  Saul's  gradual  loss  of  influence? 

5.  What  saved  Da^'id  from  the  influences  of  his  outlaw  environment? 

Optional  Reading  References : 

See  SHE,  Appendix  2,  page  342,  sections  178-183. 

LESSON  33 

THE  CLOSE  OF  SAUL'S  CAREER 
Read 

SEE,  184-189;  EBii,  108-127. 

Note  carefully  the  following  facts: 

1 .  That  Saul's  failure  was  largely  due  to  liimself .  2.  That  the 
bil)lical  narrative  emphasizes  the  providential  guidance  of  David. 
3.  The  important  foundations  laid  by  Saul  notwithstanding  his 
weaknesses.  4.  The  immediate  result  of  Saul's  death  was  the  forma- 
tion of  two  httle  Eebrew  kingdoms.  5.  That  both  of  these  kingdoms 
paid  tribute  to  the  Philistines  as  vassal  states. 

Questions  to  be  answered : 

1.  \\\um  Da\id  went  to  Phihstia  why  did  he  not  lose  his  reUgion  as 

he  seemed  to  fear  in  I  Samuel  26:  19? 

2.  What  makes  the  story  of  the  death  of  Saul  so  saddening? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         21 

3.  How  did  David  give  proof  of  his  real  love  for  Saul? 

4.  Why  was  Abner  able  for  so  many  years  to  prevent  David  from 

becoming  the  King  of  Israel? 

5.  How  much  did  Saul  really  do  for  his  people  and  why  did  he  not 

accomphsh  more? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  342,  sections  184-189. 

LESSON  34 

THE  UNITED  KINGDOM 
Read 

SHH,  190-195;  HBii,  128-134. 

Note  carefully  the  following  facts : 

1.  That  the  long  story  of  David's  reign  is  the  finest  unbroken 
narrative  in  the  Old  Testament.  2.  That  David's  first  .task  was  to 
subjugate  the  Phihstines.  3.  That  his  genius  for  ruUng  was  shown 
in  the  quickness  with  which  he  centralized  his  authority.  4.  That 
he  showed  great  wisdom  in  the  choice  of  Jerusalem  as  a  capital.  5. 
That  his  greatest  asset  after  all  was  the  absolute  loyalty  of  liis  people. 

Questions  to  be  answered  : 

1.  What  crowning  instance  of  devotedness  to  David  is  narrated  as 

an  episode  of  the  successful  war  against  the  Phihstines? 

2.  What  contributed  to  the  downfall  of  the  fortress  of  Jebus  wliich 

had  stood  in  the  way  of  Israel  since  Joshua's  day? 

3.  Why  was  Jerusalem  so  well  suited  to  be  Da\id's  capital? 

4.  What  measures  did  David  take  to  make  it  a  real  capital? 

5.  Why  did  he  attach  so  great  importance  to  the  bringing  up  of  the 

ark? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  342,  sections  190-195. 

LESSON  35 
THE  CROWNING  IMPORTANCE  OF  THE  UNITED 

KINGDOM 
Read 

SHH,  196-199;  HBii,  134-146. 

Note  carefully  the  following  facts : 

1.  The  relatively  small  size  of  David's  kingdom  at  the  outset.  2. 
The  extent  of  empire  which  finally  acknowledged  liis  rule.  3.  The 
remarkable  difference  between  his  conception  of  a  properly  organized 
kingdom  and  that  of  Saul.     4.  The  instances  of  religious   crudity 


22         HOW  TO  STUDY  THE  OLD  TESTAMENT 

recognized  in  the  narrative.  5.  That  Da\id  transformed  his  sub- 
jects from  a  peasantry  into  a  people.  6.  The  impulse  given  to  Hebrew 
literature  at  this  period. 

Questions  to  be  answered : 

1.  With  what  state  of  the  United  States  would  David's  original 

kingdom  of  Judali  most  closely  compare  in  size? 

2.  With  what  state  would  his  empire  compare? 

3.  What  seven  or  eight  officers  of  state  formed  David's  cabinet? 

4.  How  did  Da^^d  justify  himself  in  permitting  the  seven  sons  of 

Saul  to  be  executed? 

5.  What  literature  may  fairly  be  credited  to  the  age  of  David? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  pages  342,  343;  sections  196-199. 

LESSON  36 

DAVID'S  GREAT  SIN 
Read 

SHH,  200-203;  HBii,  146-175. 

Note  carefully  the  following  facts: 

1.  The  dramatic  sequences  narrated  in  chapters  11  to  20.  2. 
The  ethical  soundness  of  the  judgments  underljdng  the  narratives. 
3.  The  unquestioned  responsibihty  of  Da\dd  for  tlie  events  which 
almost  brought  his  kingdom  to  destruction.  4.  That  the  rebeUions 
were  crushed  through  the  splendid  loj^alty  of  his  close  followers.  5. 
The  rapidly  gro\\1ng  influence  of  the  prophets  at  this  period. 

Questions  to  be  answered : 

1.  What  causes  gradually  lowered  David's  moral  standards? 

2.  What  chain  of  bitter  consequences  followed  upon  his  crime? 

3.  What  were  some  of  the  good  consequences  of  Absalom's  conspiracy? 

4.  What  gave  rise  to  the  rebellion  of  Sheba  and  how  was  it  quelled? 

5.  How  many  personalities  worth  noting  are  described  in  chapters 

11  to  20? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  sections  200-203. 

LESSON  37 

DAVID'S  LAST  DAYS 
Read 

SHH,  204-207;  HBii,  175-182. 

Note  carefully  the  following  facts: 

1.^  That  the  closing  j^ars  of  DaWd's  hfe  were  marked  by  inertia. 
2.  That    Da\'id    assumed   the    right    to  name   Ms   own   successor. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         23 

3.  That  Solomon  was  probably  selected  by  Da\id  because  he  was  natu- 
rally fitted  for  the  kingship.  4.  That  Da\id  was  the  real  founder  of 
the  Hebrew  nation;  before  his  day  it  was  a  loose  aggregation  of  tribes. 
5.  That  D'dvid  all  in  all  was  probably  the  most  representative  member 
of  the  Hebrew  race  up  to  his  tune. 

Questions  to  be  answered : 

1.  How  did  David  learn  of  the  plotting  of  Adonijah? 

2.  What   steps  were  taken  to  indicate  David's  choice  of  Solomon 

as  liis  successor? 

3.  How   can    Da\dd's   apparent   vindictiveness   on  his  deathbed   be 

explained? 

4.  Wiat  were  David's  most  characteristic  qualities? 

5.  What  great  services  did  he  render  to  his  people? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  343,  sections  204-207. 

LESSON  38 

SOLOMON'S  PEACEFUL  REIGN 
Read 

SHH,  208-213;  HBii,  183-191,  201-206. 

Note  carefully  the  following  facts : 

1.  The  unique  character  of  the  historical  material  describing  Solo- 
mon's reign.  2.  The  genius  for  organization  and  management  dis- 
played by  him.  3.  His  miquestioned  fitness  to  become  an  ideal  ruler. 
4.  The  transformation  of  Jerusalem  during  his  reign.  5.  The  shrewd 
protection  and  promotion  of  his  country's  welfare  and  the  preserva- 
tion of  an  unbroken  peace. 

Questions  to  be  answered : 

1.  What  three  consi)irators  were  condemned  by  Solomon  as  soon  as 

he  was  convinced  of  their  treason? 

2.  What  two  illustrations  are  given  of  Solomon's  remarkable  capacity 

for  rulership? 

3.  How  did  he  improve  on  David's  organization  of  the  kingdom? 

4.  What  building  operations  did  he  conduct  in  Jerusalem? 

5.  What  was  liis  real  purpose  in  building  the  six  strategically  located 

fortresses? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  sections  208-213. 


24         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  39 

SOLOMON'S  TEMPLE 
Read 

SHH,  214-218;  HBii,  192-200. 

Note  carefully  the  following  facts : 

1.  That  the  resources  available  to  Solomon  for  the  building  of  the 
temple  had  probably  for  the  most  part  been  the  spoils  secured  by 
David  in  his  wars.  2.  That  the  temple  was  comparatively  small  in 
size.  3.  That  it  was  not  a  house  for  worship  but  was  intended  to  be 
the  abode  of  Jehovah.  4.  That  provision  was  made  for  a  simple  but 
ceremonial  worship.  5.  That  for  some  time  the  temple  was  a  royal 
rather  than  a  popular  sanctuary. 

Questions  to  be  answered : 

1.  How  did  Hiram  help  Solomon  to  build  the  temple? 

2.  How  long  was  the  temple  in  building? 

3.  What  were  the  details  of  its  construction? 

4.  What  were  its  furnishings  for  ceremonial  purposes? 

5.  What  gave  it  such  great  rehgious  significance? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  sections  214-218. 

LESSON  40 

SOLOMON'S  FATAL  AMBITION 
Read 

SHH,  219-223;  HBii,  201-208. 

Note  carefully  the  following  facts: 

1.  Solomon's  wonderful  genius  as  a  ruler  shown  in  the  schemes 
which  awakened  and  dignified  his  people.  2.  His  overwhelming  am- 
bition for  international  recognition.  3.  That  he  failed  to  see  that  the 
resources  of  his  kingdom  were  insufficient  to  enable  him  to  reahze 
these  ambitions.  4.  That  the  prophets  as  a  body  would  not  endorse 
his  pohcies.  5.  That  nevertheless  Solomon's  reign  contributed  con- 
structively to  the  material  development  of  the  Hebrew  nation. 

Questions  to  be  answered: 

1.  Whsit  was  the  geographical  range  of  Solomon's  enterprises? 

2.  On  what  grounds  does  Solomon's  reputation  for  greatness  rest? 

3.  Why  were  the  people  opposed  to  his  poUcies? 

4.  Why  did  the  i)rophets  actively  combat  them? 

5.  What  was  Solomon's  real  contribution  to  his  age? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  sections  218-222. 


HOW  TO  STUDY  THE  OLD  TESTAMENT        25 

LESSON  41 
THE  ISRAEL  OF  937  B.C. 
Read 

SHH,  224. 

Note  carefully  the  following  facts: 

1.  That  the  previous  lesson  marks  the  close  of  the  age  during  which 
the  Hebrews  developed  into  a  nation.  2.  That  this  period  is  covered 
in  the  Books  of  First  and  Second  Samuel  and  First  Kings  1-1 L  3. 
That  these  books  are  not  only  of  great  value  historically  but  also 
present  accurate  pictures  of  the  inner  life  of  the  people.  4.  That  they 
portray  a  people  with  a  national  consciousness  and  a  national  outlook 
but  as  yet  rather  provincial.  5.  That  the  age  had  made  enormous 
progress  reUgiously  and  morally,  yet  exhibited  many  traces  of  primi- 
tive religious  thinking. 

Questions  to  be  answered : 

1.  What  are  the  answers  to  the  questions  given  in  section  224? 

2.  Trace  the  gradual  broadening  of  the  conception  of  rulership  from 

Samuel  to  Solomon. 

3.  What  was  the  peculiar  contribution  of  Samuel,  Saul,  David,  and 

Solomon  to  their  country's  welfare? 

4.  What  three  great  forward  steps  religiously  were  taken  in  this 

period? 

5.  What  is  the  vital  message  to  the  man  or  woman  of  today  in  the 

history  of  this  period? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  section  224. 

LESSON  42 
A  SURVEY  OF  HEBREW  HISTORY  TO  1000  B.C. 

Read 

SHH,  225. 

Note 

That  these  fifty  questions  have  been  formulated  with  considerable 
care  so  that  none  of  them  can  be  answered  by  direct  reference  to  a 
particular  paragraph,  the  object  being  to  promote  a  thorough  survey 
of  this  portion  of  Hebrew  liistory.  No  question  is  asked  which  should 
not  be  answered  satisfactorily  by  any  one  who  has  thorouglily  studied 
the  preceding  forty-one  lessoas.  It  is  recommended  that  time  be 
taken  to  consider  each  question  thoughtfully.  Whoever  is  able  to 
answer  them  with  reasonable  clearness  has  a  fair  mastery  of  the 
history,  literature,  and  life  of  the  Hebrews  up  to  1000  B.C. 


26         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  43 
THE  DISRUPTION  OF  THE  UNITED  KINGDOM 

Read 

SHE,  226-232;  HBiii,  1-7. 

Note  carefully  the  following  facts: 

1.  That  the  most  revolutionary  period  of  Hebrew  history,  both 
poUtically  and  religiously,  begins  mth  the  separation  of  Northern 
Israel  from  Judah.  2.  That  the  records  of  the  period  differ  in  many 
ways  from  those  heretofore  utihzed.  3.  That  these  records  include 
not  merelj^  historical  material,  but  nine  prophetical  books  and  much 
non-biblical  material.  4.  The  remote  beginnings  of  the  causes  which 
led  to  the  disruption.  5.  The  distinctive  differences  between  the  two 
Uttle  kingdoms  which  were  the  result  of  the  disruption. 

Questions  to  be  answered : 

1.  Why  did  the  author  of  the  Book  of  Kings  put  his  material  regard- 

ing each  reign  into  a  sort  of  framework? 

2.  How  does  his  use  of  this  method  differ  from  that  of  the  author  of 

the  Book  of  Judges? 

3.  What  nine  prophetical  books  throw  light  upon  the  conditions  of 

the  age? 

4.  What  were  the  remote  causes  which  led  to  the  disruption  of  the 

United  Kingdom? 

5.  What  were  its  immediate  causes? 

6.  Wiy  should  there  have  been  such  a  marked  difference  between 

the   national   character   and   history   of   Judah   and   Northern 
Israel? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  343,  sections  227-232. 

LESSON  44 
THE  HALF  CENTURY  OF  MUTUAL  HOSTILITY 

Read 

SIIII,  233-239;  HBiii,  6,  8,  9,  13,  14,  120. 

Note  carefully  the  following  facts : 

1.  The  rapid  changes  of  dj^iasties  in  Israel  as  compared  with  the 
un})roken  dynasty  of  Judah.  2.  How  deliberately  and  thoroughly 
Jeroboam  drew  a  line  of  demarcation  between  liis  country  and  Judah. 
3.  The  serious  results  to  Judah  of  Rehoboam's  mental  and  moral 
weakness.  4.  The  ^dgorous  pohcy  by  which  Asa  restored  to  Judah 
some  measure  of  strength.  5.  The  far-reaching  political  wisdom  of 
Omri. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         27 

Questions  to  be  answered : 

1.  What  six  Israelitish  kings  belonging  to  four  dynasties  paralleled 

the  first  three  kings  of  Judah? 

2.  What  specific  means  did  Jeroboam  employ  to  forestall  any  renewal 

of  allegiance  to  Rehoboam? 

3.  How  did  he  thereby  injure  his  people? 

4.  What  shows  the  decadence  of  Rehoboam? 

5.  Why  did  Asa's  invitation  to  Benhadad  practically  nullify  the  good 

results  of  his  earlier  reign? 

6.  Why  did  the  historian  of  Kings  dignify  Zimri's  one  week's  reign 

by  classif jdng  him  with  the  other  rulers  who  founded  dynasties? 

7.  What  were  the  splendid  advantages  of  Samaria  as  Omri's  new 

capital? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  pages  343,  344,  sections  235-239. 


LESSON  45 

OMRI'S  POLICY  OF  ALLIANCE 
Read 

SHH,  240-244;  HBiii,  14-17. 

Note  carefully  the  following  facts : 

1.  The  extraordinary  value  of  the  Moabite  Stone  as  an  authority 
for  this  period.  2.  That  Omri  like  David  and  Solomon  cemented 
his  alliances  by  marriages.  3.  The  remarkable  personality  and 
influence  of  the  Phoenician  princess  Jezebel.  4.  The  strength  of 
Jehoshaphat  as  a  royal  leader.  5.  That  tliis  is  the  period  to  which 
is  attributed  the  earliest  and  most  important  of  the  great  liistorical 
narratives  of  Israel. 

Questions  to  be  answered : 

1.  How  would  a  fair-minded  historian  of  today  modify  the  sweeping 

judgment  of  I  Kings  16:  25? 

2.  What  masterful  sovereign  appeared  to  Omri's  shrewd  mind  the 

most  dangerous  man  in  southwestern  Asia? 

3.  How  did  Omri  prepare  to  meet  his  ambitious  plans? 

4.  Why  were  the  incidental  religious  results  of  Omri's  policy  so  dis- 

astrous? 

5.  What  was  Jchoshaphat's  distinctive  policy  at  this  time? 

G.  What  three  imj^ortant   literary  works  now  inclutlcd   within   the 
Bible  were  probably  known  by  his  people? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  344,  sections  241-244. 


28         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  46 
THE  ELIMINATION  OF  PHOENICIAN   BAALISM 

FROM   ISRAEL 
Read 

SHH,  245-253;  HBiii,  17-50. 

Note  carefully  the  following  facts : 

1.  That  the  narratives  describing  this  period  are  of  exceptional 
dramatic  interest  and  value.  2.  That  the  three  great  personalities 
of  tliis  period  were  each  vitally  necessary  to  the  execution  of  its  great 
task.  3.  The  extent  to  wliich  the  prophetic  guilds,  notwithstanding 
their  defects,  were  an  important  factor  in  the  reformation.  4.  The 
marked  differences  in  the  method  of  the  two  great  prophets,  Ehjah 
and  EUsha,  in  promoting  the  rehgious  reform.  5.  The  steady  advance 
of  Assyria  as  a  world  power. 

Questions  to  be  answered : 

1.  Of  tliis  wonderful  collection  of  prophetic  stories  which  has  the 

deepest  rehgious  significance  to  a  man  of  today? 

2.  Which  is  the  finest  character  sketch  in  the  large  collection? 

3.  What  weakness  of  the  prophetic  situation  did  Micaiah  denounce? 

4.  Why  did  Ehjah  find  it  necessary  to  challenge  the  prophets  of  Baal 

to  the  contest  at  Mount  Carmel? 

5.  What  was  Elisha's  place  in  the  suppression  of  Baalism  as  com- 

pared with  that  of  Elijah? 

6.  What  is  Ahab's  real  place  in  Hebrew  history? 

7.  What  would  have  been  the  verdict  of  an  intelligent  jury  of  that 

day  if  Jehu  had  been  tried  for  murder? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  344,  sections  246-253. 

LESSON  47 

THE  ARAMEAN  SUPREMACY 
Read 

SHH,  254-259;  HBiii,  51-53,  121. 

Note  carefully  the  following  facts: 

1.  The  extreme  difficulty  of  knowing  the  exact  chronology  of  this 
period.  2.  That  the  temporary  weakness  of  the  Assyrian  successors 
of  Shalmaneser  H  opened  the  way  for  Aram's  aggressive  pohcy  toward 
Northern  Israel.  3.  The  series  of  disasters  which  befell  Northern 
Israel.  4.  That  for  six  years,  Athahah  maintained  herself  on  the 
throne  of  Judah.  5.  The  disappointing  outcome  of  the  promising 
reign  of  Joash  over  Judah. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         29 

Questions  to  be  answered : 

1.  Why  was  the  northern  kingdom  so  helpless  before  the  aggression 

of  the  Arameans? 

2.  What  enabled  Athaliah  to  maintain  her  authority  over  Judah 

for  so  many  years? 

3.  How  was  the  enthronement  of  Joash  brought  about? 

4.  WTiat  was  liis  one  great  service  to  his  people? 

5.  Wliat  great  misfortune  happened  to  Judah  in  his  day? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  344,  sections  256-259. 

LESSON  48 

THE  GLORIOUS  AGE  OF  UZZIAH  AND  JEROBOAM  H 
Read 

SHH,  260-264;  HBiii,  51-53,  121-127. 

Note  carefully  the  following  facts : 

1.  The  curious  coincidence  that  their  reigns  were  almost  exactly  con- 
temporaneous. 2.  That  this  period  testifies  to  the  rapid  growth  in 
influence  of  the  temple  and  its  priesthood.  3.  The  remarkable  in- 
crease in  the  real  prosperity  of  Judah  under  Uzziah.  4.  That  under 
Jeroboam  H  the  northern  kingdom  fared  equally  well.  5.  That  not 
later  than  the  days  of  Jeroboam  II  the  second  of  the  great  Hebrew 
histories  had  appeared. 

Questions  to  be  answered : 

1.  What  three  moral  and  rehgious  steps  of  advance  were  recognized  in 

this  period? 

2.  What,  according  to  the  Chronicler,  did  Uzziah  do  for  his  people? 

3.  If  these  two  rulers  were  such  great  sovereigns  why  were  they 

almost  ignored  in  the  record  of  II  Kings? 

4.  How  did  Jeroboam's  kingdom  compare  in  size  with  that  of  Solomon? 

5.  Which  all  in  all  was  the  greater  sovereign? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  344,  sections  261-264. 

LESSON  49 

ASSYRIA,  THE  WORLD  MENACE 
Read 

SHH,  265;  HBiii,  105-106. 

Note  carefully  the  following  facts: 

1.  That  by  the  eighth  century  B.C\  Assyria  liad  become  the  dominant 
power  in  western  Asia.     2.  That  it  had  established  a  reputation  for 


30         HOW  TO  STUDY  THE  OLD  TESTAMENT 

savagery  and  persistent  aggression.  3.  That  it  had  developed  a 
definite  policy  of  universal  conquest  and  the  dismemberment  of 
conquered  peoples.  4.  The  next  step  in  this  poHcy  was  the  steady 
acquisition  of  the  territory  from  the  Euphrates  to  the  Nile. 

Questions  to  be  answered : 

1.  From  what  sources  is  gained  a  knowledge  of  the  details  of  Assyrian 

history? 

2.  AVhat  is  the  biblical  value  of  these  facts? 

3.  Referring  to  the  map  facing  page  138,  with  what  empire  of  today 

would  Assyria  under  Shalmaneser  H  compare  in  size? 

4.  What   great  Assjaian   conqueror   inaugurated   the  fulfillment   of 

Assyria's  colossal  ambitions? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  344,  section  265. 


LESSON  50 
THE  RELIGIOUSLY   SIGNIFICANT  HALF   CENTURY 

(750-700  B.C.) 
Read 

SHH,  266-268. 

Note  carefully  the  following  facts : 

1.  That  four  great  prophets  did  their  work  within  this  half  century. 
2.  That  they  insisted  on  expressing  rehgion  predominantly  in  terms 
of  character.  3.  That  much  of  the  bibUcal  material  recording  the 
events  and  ideas  of  the  age,  is  first-hand  material.  4.  That  the  con- 
tact of  the  Hebrew  people  with  all-conquering  Assyria  forced  them 
to  a  new  and  infinitely  broader  conception  of  the  world  and  of  Jehovah 
as  its  supreme  ruler.  5.  That  the  chronology  contains  several  in- 
soluble problems. 

Questions  to  be  answered : 

1.  Who  were  the  four  great  prophets  of  this  period? 

2.  What  change  of  emphasis  in  rehgion  did  they  advocate? 

3.  What  varied  material  descriptive  of  this  period  is  found  in  II 

Kjngs? 

4.  What  Assyrian  records  contribute  to  a  thorough  comprehension 

of  the  period  politically? 

5.  What  two  great  historical  events  are  attested  by  both  bibhcal 

and  Assyrian  records? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  344,  section  268. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         31 

LESSON  51 

THE  PROPHET  AMOS 
Read 

SHH,  269-271;  HBiii,  53-79. 

Note  carefully  the  following  facts : 

1.  That  the  prophecies  of  Amos  are  read  today  in  substantially 
their  original  form.  2.  That  they  were  directed  by  Amos,  a  Judean 
shepherd,  against  the  people  of  the  northern  kingdom.  3.  That  his 
purpose  was  to  show  that  Jehovah  being  righteous  demands  righteous- 
ness above  all  other  tilings  from  his  people.  4.  That  his  most  rev- 
olutionary assertion  was  that  ceremonialism  is  worthless  if  unaccom- 
panied by  righteousness.  5.  That  in  the  approach  to  the  charge  of 
Israel's  guilt,  in  the  support  of  that  charge  and  in  the  declarations 
of  judgment,  he  showed  remarkable  skill  of  presentation.  6.  The 
force  and  freshness  of  his  style. 

Questions  to  be  answered : 

1.  What  was  Amos'  leading  thought  about  Jehovah? 

2.  On  what  aspect  of  the  religious  life  did  he  lay  the  most  emphasis? 

3.  Why  did  he  beUeve  that  Jehovah  would  be  compelled  to  destroy 

Israel? 

4.  What  is  the  most  impressive  passage  in  his  prophecy? 

5.  Taking  the  prophecy  as  a  whole,  should  the  last  seven  or  eight 

verses  be  regarded  as  a  later  addition? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  pages  344,  345,  sections  269-271. 

LESSON  52 

THE  PROPHET  HOSEA 
Read 

SHH,  272-274;  HBiii,  80-102. 

Note  carefully  the  following  facts : 

1.  That  while  Hosca's  prophecies  were  addressed  to  the  same 
audience  and  asserted  the  same  sins  they  differed  radically  from 
those  of  Amos.  2.  That  Hosca,  unlike  Amos,  was  speaking  to  his 
own  people.  3.  That  Hosea's  unusual  experience  gave  him  a  fresh 
conception  of  the  persistent  love  of  Jelio\'ah,  no  less  than  that  of 
his  righteousness.  4.  That  iastead  of  men^ly  condemning  the  existing 
form  of  worsliip,  as  Amos  did,  Hosea  taught  that  true  spiritual  worship 
was  Israel's  greatest  need.  5.  Tliat  in  contrast  to  the  prophecies 
of  Amos  those  of  Hosca  are  without  clear  logical  unity.  6.  That 
the  wonderful  spirituality  and  originality  of  Hosea's  message  made 
it  a  favorite  with  the  great  religious  teachers  of  subsequent  ages. 


32         HOW  TO  STUDY  THE  OLD  TESTAMENT 

Questions  to  be  answered : 

1.  WTiat  light  do  chapters  1  to  3  throw  on  his  call  to  prophesy? 

2.  \Vhat  sins  of  Israel  did  he  specify  again  and  again? 

3.  By  what  beautiful  figures  did  he  describe  the  attitude  of  Jehovah 

to  His  guilty  people? 

4.  What  ultimate  significance  did  he  see  in  the  punishment  he  pre- 

dicted? 

5.  What  were  his  two  great  remedies  for  the  rehgious  condition  of 

his  people? 

6.  Why  should  a  message  of  hope  be  a  thoroughly  appropriate  con- 

clusion to  Hosea's  prophecies? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  345,  sections  272-274. 


LESSON  53 
THE  DOWNFALL  OF  THE  NORTHERN  KINGDOM 

Read 

SHH,  275-278;  HBiii,  103-llL 

Note  carefully  the  following  facts : 

L  The  rapid  succession  of  dynasties  in  the  northern  kingdom  during 
its  separate  existence.  2.  The  quick  disorganization  of  Jeroboam 
H's  kingdom  after  his  death.  3.  The  fatal  results  to  Northern  Israel 
of  the  aUiance  between  Ahaz  and  Tiglath-pileser  IV.  4.  The  three 
powerful  rulers  who  sealed  Northern  Israel's  fate.  5.  That  neither 
the  bibhcal  nor  Assyrian  records,  when  fully  understood,  afford  any 
basis  for  the  theory  that  the  "ten  tribes"  were  deported  and  "lost." 

Questions  to  be  answered : 

1.  What  was  the  real  reason  for  the  many  dynastic  changes  in  the 

northern  kingdom? 

2.  How  did  the  Assyrians  gain  a  foothold  in  the  affairs  of  Israel  and 

Judah? 

3.  By  what  stages  did  they  bring  the  northern  kingdom  to  an  end? 

4.  \Vhat  policy  did  they  adopt  with  the  conquered  northern  kingdom 

and  its  people? 

5.  Notwithstanding  the  disastrous  conclusion  of  Northern  Israel's 

history  what  important  contributions  did  its  progressive  people 
make  to  Hebrew  development? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  345,  sections  276-278. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         33 

LESSON  54 

THE  EARLY  MESSAGES  OF  ISAIAH 
Read 

SHH,  279-285;  HBui,  127-150. 

Note  carefully  the  following  facts: 

1.  That  the  Book  of  Isaiah  is  virtually  in  itself  a  literature.  2. 
That  chapters  2  to  10,  while  not  in  chronological  order,  contain  the 
record  of  Isaiah's  earliest  preacliing.  3.  That  chapters  11  and  12, 
which  conclude  "the  little  volume  of  discourses  about  Jerusalem," 
contain  material  of  a  very  much  later  date.  4.  Note  the  strongly 
social  character  of  Isaiah's  early  messages.  5,  That  the  failure 
of  the  people  to  respond  to  the  early  messages  of  the  prophet  was  due 
in  no  small  degree  to  the  stubbornness  and  incapacity  of  King  Ahaz. 

Questions  to  be  answered : 

1.  AVhat  overwhelming  conviction  regarding  Jehovah  explains  the 

enhstment  of  Isaiah  for  prophetic  service? 

2.  How  did  Isaiah  describe  the  Jerusalem  of  Jotham's  day? 

3.  What  two  great  ideas  led  Isaiah  to  declare  that  the  inevitable 

punishment  for  the  sins  of  Judah  would  not  after  all  mean  a 
failure  of  Jehovah's  plans? 

4.  Why  was  Isaiah's  advice  to  Ahaz  politically  shrewd,  as  well  as 

religiously  \^dse? 

5.  Why  was  it  necessary  that  Isaiah  should  remain  quiet  during  the 

remainder  of  the  reign  of  Ahaz? 

6.  What  are  the  essential  differences  between  the  early  messages  of 

Isaiah  and  those  of  Amos  and  Hosea? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  345,  sections  281-285. 


LESSON  55 
THE  CONTEMPORARY  MESSAGES  OF  ISALVH 

AND  MICAH 
Read 

SHH,  286-292;  HBiii,  150-150,  101-169. 

Note  carefully  the  following  facts: 

1.  The  uncertainty  regarding  the  date  of  Hezekiah's  enthronement. 
2.  That  the  great  task  of  Isaiah  between  715  and  701  B.C.  was  to 
prevent  an  alhance  of  the  Palestinian  states  with  Egypt.  3.  That 
the  energetic  Assyrian  king,  Sargon,  was  succeeded  in  705  B.C.  by 
liis  equally  powerful  son,  Sennachenb.  4.  That  Isaiah's  oj)position 
to  a  general  alliance  against  Sennacherib  accounts  for  some  of  the 


34         HOW  TO  STUDY  THE  OLD  TESTAMENT 

finest  prophetic  passages  in  Scripture.     5.  That  the  work  of  Micah, 
Isaiah's  contemporary,  was  social  and  religious  rather  than  political. 

Questions  to  be  answered : 

1.  What  shows  Hezekiah's  farsightedness  and  abihty  as  a  ruler? 

2.  What  various  reasons  caused  the  Palestinian  peoples  to  plan  to 

throw  off  their  allegiance  to  Assyria? 

3.  Why  did  Isaiah  so  seriously  protest  against  an  alliance  with  Egypt? 

4.  What  do  the  keen  declarations  of  Micah  about  the  sins  of  society 

reveal  concerning  the  prophet  himself? 

5.  In  what  unique  and  remarkable  way  did  he  convey  his  conviction 

that  judgment  was  imminent? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  345,  sections  288-292. 

LESSON  56 
THE  GREAT  DELIVERANCE  OF  JERUSALEM 

Read 

SHH,  293-298;  HBiii,  159-161,  171-179. 

Note  carefully  the  following  facts : 

1.  That  notwithstanding  the  variety  of  expert  opinions  regarding 
the  date  of  the  events  in  701  and  later,  the  general  sequence  of  the 
events  is  perfectly  clear.  2.  Sennacherib's  early  success  and  the 
ample  payment  of  tribute  by  Judah.  3.  That  when  Sennacherib 
again  demanded  the  surrender  of  Jerusalem,  Isaiah  advised  strongly 
against  comphance,  declaring  Jehovah  would  protect  his  cit3^  4. 
That  Isaiah's  confidence  and  consistency  throughout  these  critical 
years  was  the  result  of  his  searching  analysis  of  the  motives  of  the 
Assyrian  invader  and  of  his  behef  that  Jerusalem  was  essential  re- 
ligiously to  the  furtherance  of  Jehovah's  plans  for  the  world. 

Questions  to  be  answered : 

1.  By  what  stages  did  Sennacherib  compel  the  abject  submission  of 

Hezekiah? 

2.  What  caused  Sennacherib  to  demand  the  surrender  of  Jerusalem, 

after  he  had  accepted  the  tribute? 

3.  What  was  Isaiah's  attitude  with  reference  to  Sennacherib's  de- 

mands? 

4.  Why  did  he  beheve  that  Jerusalem  would  be  protected  by  Jehovah? 

5.  In  what  way  was  Sennacherib's  purpose  actuallj^  frustrated  and 

the  city  dehvered? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  345,  sections  295-298. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         35 

LESSON  57 

ISAIAH'S  CLOSING  YEARS 
Read 

SHH,  299-304;  HBiii,  169,  170,  179-181,  190, 191. 

Note  carefully  the  following  facts: 

1.  That  the  great  reformation,  though  credited  by  the  Chronicler 
to  Hezekiah's  early  years,  was  probably  not  completed  until  after 
the  dehverance  from  Sennacherib.  2.  That  the  literary  adjustment 
of  certain  beautiful  portions  of  Isaiah  28-33,  and  of  Micah  4-7  is 
extremely  perplexing.  3.  The  wonderful  part  which  Isaiah's  birth 
and  training  enabled  him  to  take  in  the  affairs  of  his  country  for  half 
a  century.  4.  The  remarkable  comprehensiveness  of  jMicah  6 : 8 
as  a  summary  of  the  prophetic  teaching  of  this  half  century.  5. 
That  wonderful  as  was  the  progress  of  the  age  religiously  under  these 
four  prophets,  there  were  still  many  religious  problems  to  be  solved. 

Questions  to  be  answered : 

1.  What  great  social  and  religious  reforms  were  carried  through  by 

Hezekiah  and  his  people? 

2.  How  did  Isaiah  and  Alicah  definitely  contribute  to  this  movement? 

3.  What  majestic  thought  about  Jehovah  was  the  secret  of  Isaiah's 

quiet  confidence  during  his  later  j'^ears? 

4.  What  other  reasons  may  be  given  for  Ms  remarkable  influence? 

5.  What  was  the  particular  contribution  of  each  of  the  four  prophets 

to  the  religious  advance  of  the  age? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  345,  sections  299-304. 

LESSON  58 

THE  REACTION  UNDER  MANASSEH 
Read 

SHH,  305-310;  HBiii,  181-189. 

Note  carefully  the  following  facts: 

1.  That  with  the  accession  of  ^^lanasseh  came  revolutionary'  changes 
in  Judah  both  politically  and  religiously.  2.  That  Manasseh  was 
the  contemporary  of  three  great  Ass3'riun  sovereigns.  3.  That  in  his 
day  the  religious  and  literary  influence  of  Assyria  became  as  marked 
as  its  political  power.  4.  That  the  practical  result  of  the  jiersecution 
and  the  enforced  retirement  of  the  prophetic  party  turned  their 
activity  into  important  literary  channels. 

Questions  to  be  answered : 

1.  How  did  Alanasseh's  policies  differ  from  those  of  Hezekiah? 

2.  What  influences  encouraged  his  extreme  hostiUty  to  the  prophets? 


3(3         HOW  TO  STUDY  THE  OLD  TESTAMENT 

3.  What  effect  did  this  persecution  have  on  the  prophets  themselves? 

4.  What  three  great  hterary  works  were  probably  carried  through 

during  tliis  period? 

5.  What  were  the  definite  advantages  to  Judah  of  her  close  contact 

v,ith  AssjTia? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  346,  sections  307-310. 

LESSON  59 

JOSIAH'S  EARLY  YEARS 
Read 

SHH,  311-316;  HBiii,  192-198. 

Note  carefully  the  following  facts : 

1.  The  return  of  the  prophetic  party  to  influence  upon  the  acces- 
sion of  Josiah.  2.  The  evident  indications  of  the  decadence  of  the 
once  all-powerful  Assyrian  empire.  3.  The  specific  illustration  of 
this  weakness  through  the  fierce  Scythian  invaders.  4.  The  shock 
which  the  stirring  message  of  Zephaniah  must  have  given  to  the 
complacent  people  of  Jerusalem.  5.  The  skill  with  which  Zephaniah 
made  his  message  turn  on  two  interpretations  of  "Jehovah's  Day." 

Questions  to  be  answered : 

1.  What  were  the  natural  consequences  of  Josiah's  friendliness  with 

the  prophetic  party? 

2.  What  were  the  poHtical  conditions  of  Judah  during  the  first  twelve 

years  of  Josiah's  reign? 

3.  What  was  happening  in  the  Assyrian  empire? 

4.  On   what   did   Zephaniah   base   his   conviction   that  the  Day  of 

Jehovah's  wrath  was  at  hand  for  Judah  and  other  peoples? 

5.  On  what  basis  did  he  look  forward  to  a  futui'e  for  Judah? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  346,  sections  313-316. 

LESSON  60 

JEREMIAH'S  CALL  TO  SERVICE 
Read 

SHH,  317-320;  HBiii,  199-209,  247-254. 
Note  carefully  the  following  facts: 

1.  That  the  Book  of  Jeremiah,  though  representing  the  messages 
of  a  half  century,  needs  much  rearrangement  in  order  to  be  read 
chronologically.    2.  That  Jeremiah,   like  Moses,   entered  upon   his 


HOW  TO  STUDY  THE  OLD  TESTAMENT         37 

work  of  service  \\'ith  great  diffidence.  3.  Tliat  his  early  sermons, 
like  those  of  Zephaniah,  attack  the  social  and  reUgious  conditions  of 
Judah.  4.  That  "the  foe  from  the  north,"  to  wliich  he  frequently 
refers,  is  probably  the  Scythian  invaders. 

Questions  to  be  answered : 

1.  How  soon  after  Zephaniah's  declaration  of  doom  did  Jeremiah 

begin  his  ministry? 

2.  How  did  Jeremiah's  call  differ  from  that  of  Isaiah? 

3.  Why  was  he  so  reluctant  to  enter  upon  the  task? 

4.  What  significance  did  the  visions  of  the  blossoming  ahnond  and 

the  huge  caldron  have  for  Jeremiah? 

5.  What  ideas  did  he  emphasize  in  his  early  preaching? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  346,  sections  318-320. 


LESSON  61 

THE  BOOK  OF  THE  LAW 
Read 

SHH,  321-326;  HBiii,  209-236. 

Note  carefully  the  following  facts : 

1.  The  many  factors  which  contributed  to  definite  measures  of 
reform  when  Josiah  attained  his  majority.  2.  The  extraordinary 
effect  of  the  discovery  of  the  book  of  the  law  upon  the  king  and  the 
people.  3.  The  various  con\'incing  reasons  for  identifying  it  with 
the  bibhcal  book,  Deuteronomy.  4.  The  probabihty  that  Deuter- 
onomy was  written  by  the  projihets  of  Alanasseh's  reign  and  was  a 
careful  reformulation  of  the  earher  national  laws  in  the  light  of  the 
teachings  of  Amos,  Hosea,  Isaiah  and  Alicah.  5.  The  wonderful  in- 
fluence of  the  work  of  this  age  upon  subsequent  ages. 

Questions  to  be  answered : 

1.  How  may  the  young  king's  zeal  for  national  reform  be  explained? 

2.  With  what  specific  enteri:)rise  did  he  begin? 

3.  What  were  the  immediate  results  of  the  discovery  in  the  temple 

of  the  long-forgotten  law  book? 

4.  Why  is  this  book  generally  identified  \\'ith  the  biblical  book,  Deu- 

teronomy? 

5.  What  accounts  for  the  remarkable  influence  and  popularity'  of  the 

Book  of  Deuteronomy  from  this  time  forward? 

6.  What  great  changes  did  it  bring  about? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  346,  sections  322-320, 


38         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  62 

THE  GREAT  REFORMATION 
Read 

SHE,  327-330;  HBiii,  214,  215,  243,  244. 

Note  carefully  the  following  facts : 

1.  The  thoroughgoing  character  of  the  reform  that  Josiah  instituted. 
2.  The  pre-eminence  it  gave  the  temple  at  Jerusalem.  3.  The  great 
prosperity  of  the  kingdom  under  Josiah.  4.  The  possible  reason  for 
Jeremiah's  silence  during  the  closing  years  of  Josiah's  reign. 

Questions  to  be  answered : 

1.  What  were  the  various  steps  in  the  process  of  religious  reform? 

2.  What  provision  was  made  for  the  priests  of  the  destroj^ed  shrines? 

3.  What  good  results  followed  from  the  strict  centralization  of  worship 

at  the  temple  in  Jerusalem? 

4.  What  were  the  outward  good  results  of  the  nation's  obedience 

to  the  law? 

5.  What  con\dction  regarding  the  legal  method  of  making  a  people 

righteous  seemed  to  impress  Jeremiah,  as  he  silently  watched 
the  nation? 

Optional  Reading  References: 

Sec  SHE,  Appendix  2,  page  346,  sections  328-330. 


LESSON  63 

THE  BEGINNING  OF  JUDAH'S  DECLINE 
Read 

SEE,  331-337;  EBiii,  236,244-247. 
Note  carefully  the  following  facts : 

1.  The  absolute  suddenness  and  unexpectedness  of  Josiah's  death. 
2.  The  brevity  of  Egypt's  control  of  Syria  and  Palestine.  3.  The 
revolutionary  change  in  the  internal  affairs  of  Judah  that  followed 
the  accession  of  Jehoiakim.  4.  The  consequent  echpse  of  Jeremiah's 
influence  and  the  meagre  results  of  liis  message  of  repentance.  5. 
That  this  bitter  experience  opened  the  way  to  an  important  religious 
advance  on  his  part. 

Questions  to  be  answered : 

1.  Why  did  the  Pharaoh  seek  to  establish  an  Egj^ptian  dominance 

over  western  Asia  at  this  time? 

2.  What  gave  Josiah  the  courage  to  resist  his  advance? 

3.  What  was  the  immediate  result  to  Judah  of  Necho's  overlordship? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         39 

4.  What  was  the  unmediate  result  of  Jehoiakim's  elevation  to  the 

throne? 

5.  How  did  these  changes  affect  Jeremiah? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  346,  sections  334-337. 


LESSON  64 
THE  DOWNFALL  OF  THE  ASSYRIAN  EMPIRE 

Read 

SHH,  338-342;  HBiii,  183-190,  264,265. 

Note  carefully  the  following  facts : 

1.  The  remarkable  vividness  of  the  poetic  prophecy  by  Nahum 
of  Nineveh's  downfall.  2.  That  the  combined  attack  of  Assyria's 
bitter  enemies  brought  upon  Nineveh  an  incredibly  quick  and  com- 
plete destruction.  3.  That  Chaldea  took  as  its  share  the  country 
from  the  Tigris  to  the  Mediterranean.  (See  map  SHH  facing  page 
218.)  4,  That  the  following  year  Prince  Nebuchadrezzar  put  an 
end  to  Egyptian  dominance.  5.  That  both  Jeremiah  and  Habakkuk 
conceded  Chaldean  mastery  and  discussed  its  significance. 

Questions  to  be  answered : 

1.  For   what   reasons   did   Nahum   predict   the    certain  downfall  of 

Nineveh? 

2.  What  was  the  religious  significance  of  his  message? 

3.  What  place  did  Jeremiah  assign  to  the  Chaldeans  in  Jehovah's 

plan  for  the  world? 

4.  Why  was  Habakkuk  justified  in  denouncing  them? 

5.  What  comfort  did  the  prophecy  of  Habakkuk  give  to  those  who 

were  oppressed  and  despondent? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  pages  346,  347,  sections  338-342. 

LESSON  65 

JEHOIAKIM'S  LAST  SEVEN  YEARS 
Read 

SHH,  343-346;  HHiii,  258-267. 

Note  carefully  the  following  facts: 

1.  That  in  the  year  following  the  victory  at  Carchemish  Nebuchad- 
rezzar began  a  long  and  notable  reign  over  western  Asia.     2.  That 


40         HOW  TO  STUDY  THE  OLD  TESTAMENT 

his  ambition  was  for  internal  development  rather  than  conquest. 
3.  That  the  rebellion  of  Jehoiakim  is  best  explained  as  having  been 
influenced  by  Egypt.  4.  Jeremiah's  extreme  pessimism  regarding 
the  inevitable  fate  of  king  and  people  alike.  5.  How  the  Rechabites 
illustrate  the  persistent  conservatism  of  the  East. 

Questions  to  be  answered : 

1.  What  promising  quahties  did  young  Nebuchadrezzar  exhibit  at 

the  beginning  of  his  reign? 

2.  Why  did  Jehoiakim  rebel  against  him  and  refuse  to  pay  tribute? 

3.  What  was  Jeremiah's  characterization  of  Jehoiakim? 

4.  What  did  he  think  would  be  the  outcome  of  Jehoiakim's  policy? 

5.  What  use  did  he  make  of  the  Rechabites  who  had  fled  to  Jerusalem? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  347,  sections  343-346. 


LESSON  66 

THE  FIRST  CAPTIVITY 
Read 

SHH,  347-352;  HBiii,  268,  269,  279-291. 

Note  carefully  the  following  facts : 

1.  The  extreme  brevity  of  the  reign  of  Jehoiachin  and  his  lament- 
able fate.  2.  The  relatively  mild  measure  of  punisliment  taken  by 
Nebuchadrezzar.  3.  That  Jeremiah  definitely  predicted  the  long 
absence  of  the  captives  from  their  home  country.  4.  That  this  with- 
drawal of  the  choicest  of  the  leaders  of  the  people  created  a  very 
difficult  situation  for  the  new  king  Zedekiah.  5.  That  only  the 
influence  of  Jeremiah  prevented  another  rebelUon  almost  immediately. 

Questions  to  be  answered : 

1 .  What  was  Jeremiah's  opinion  of  Jehoiachin? 

2.  What  were  the  consequences  of  the  capitulation  of  Judah? 

3.  What  were  the  resulting  conditions  in  Judah? 

4.  What  policy  did  the  new  leaders  and  even  the  prophets  favor? 

5.  What  was  Jeremiah's  opinion  of  both  the  leaders  and  the  prophets? 

Optional  Reading  References: 

See  SHH.  Appendix  2,  page  347,  sections  348-352. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         41 

LESSON  67 

EZEKIEL'S  EARLY  MINISTRY  TO  THE  CAPTIVES 

IN  BABYLONIA 
Read 

SHE,  353-357;  HBiii,  269-279. 

Note  carefully  the  following  facts : 

1.  The  well-editQcl  character  of  the  Book  of  Ezekiel  and  its  unique- 
ness of  content.  2.  The  marked  differences  between  Ezekiel  and  his 
prophetic  predecessors.  3.  The  possibihty  that  Ezekiel  substituted 
written  messages  and  symbohc  actions  for  pubhc  speeches.  4.  That 
what  Ezekiel  saw  in  Babylonia  day  by  day  may  have  influenced  the 
form  of  his  teaching.  5.  That  his  great  task  at  this  time  was  to 
persuade  the  Jewish  exiles  to  stay  in  Babylonia  contentedly. 

Questions  to  be  answered : 

L  Into  what  four  divisions  must  the  Book  of  Ezekiel  be  grouped? 

2.  What  were  Ezekiel's  quaUfications  for  the  important  task  under- 

taken by  Mm? 

3.  What  influenced  liim  to  assume  his  prophetic  career? 

4.  What  were  his  reasons  for  believing  with  Jeremiah  that  Jerusalem 

was  certain  to  fall? 

5.  What  means  did  he  take  to  impress  this  upon  the  people? 

Optional  Reading  References: 

See  SHH,  Appcndi.x  2,  page  347,  sections  354-357. 

LESSON  68 

THE  DESTRUCTION  OF  JERUSALEM 
Read 

SHH,  358-365;  HBiii,  291-302. 

Note  carefully  the  following  facts: 

1.  That  notwithstanding  Jeremiah's  steady  opposition  King  Zede- 
kiah  was  finally  forced  into  rebellion.  2.  That  with  all  the  resources 
of  Nebuchadrezzar  Jerusalem  withstood  the  siege  for  a  year  and  a 
half.  3.  That  during  the  siege  there  was  a  noteworthy  illastration 
of  the  irreligiousness  of  the  leading  men  of  Jerusalem.  4.  That 
Jeremiah's  steadfastness  came  near  costing  him  liis  life  at  their  hands. 
5.  That  after  the  second  capture  of  Jerusalem  Nebuchadrezzar  felt 
justified  in  taking  the  severest  measures.  6.  That  his  policy  involved 
the  dismantling  and  destruction  of  the  walls  of  Jerusalem  rather  than 
the  deportation  of  vast  numbers. 


42         HOW  TO  STUDY  THE  OLD  TESTAMENT 

Questions  to  be  answered : 

1.  What  were  the  influences  that  overcame  Jeremiah's  counsels? 

2.  How  did  the  temporary  ^\ithdrawal  of  tlie  Chaldeans  bring  out  in 

bold  rehef  the  worthlessness  of  the  Hebrew  nobles? 

3.  What  happened  to  Jeremiah  when  he  denounced  their  perfidy? 

4.  How  did  he  show  his  confident  belief  that  Judah  still  had  a  future? 

5.  What  great  step  forward  in  religion  did  his  certainty  regarding  the 

destruction  of  Jerusalem  make  him  take? 

6.  "WTiat  measures  did  the  victorious  Chaldeans  put  into  practice? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  347,  sections  360-365. 


LESSON  69 
SEVENTH  CENTURY  PROPHECY 

Read 

SHH,  366-369. 

Note  carefully  the  following  facts : 

1.  The  continual  struggle  from  the  time  of  Josiah's  accession  be- 
tween the  congenital  heathenism  of  Judah  and  prophetic  idealism. 
2.  How  Jeremiah  gradually  discovered  that  the  Deuteronomic  method 
of  producing  righteousness  was  inferior  to  the  religious  education  of 
the  individual.  3.  To  him,  therefore,  Jerusalem  and  Judah  no  longer 
seemed  essential  to  Jehovah's  purpose.  4.  That  Zephaniah,  Nahum, 
Habakkuk  and  Jeremiah  form  a  second  group  of  prophetic  thinkers 
who  carried  further  toward  completion  the  splendid  work  of  the 
prophets  of  the  eighth  century.  5.  That  tliis  was  a  very  fruitful 
century  from  the  standpoint  of  hterature. 

Questions  to  be  answered : 

1.  Mention  in  their  order  the  nine  prophets  from  Amos  to  Ezekiel 

inclusive. 

2.  What  distmctive  ideas  did  the  prophets  of  the  eighth  century 

develop  regarding  Jehovah  and  his  people? 

3.  What  was  the  distinctive  message  of  each  one  of  the  seventh  cen- 

tury prophets? 

4.  What  great  advance  in  religious  thinking  did  this  second  group 

of  prophets  bring  about? 

5.  What  were  the  hterary  achievements  of  this  century? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  347,  sections  367-369. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         43 

LESSON  70 
A  REVIEW  OF  ISRAEL'S  AND  JUDAH'S  CAREERS 
Read 

SHH,  370. 

Note  carefully  the  following  facts : 

L  That  Lessons  43  to  69  cover  the  Books  of  I^ngs,  Chronicles, 
Deuteronomy  and  nine  prophetical  books.  2.  That  the  Books  of 
Chronicles  afford  many  details  supplemental  to  those  found  in  the 
Books  of  Kings,  especially  ecclesiastical  details.  3.  That  these  three 
and  a  half  centuries  witnessed  a  half  dozen  revolutionary  changes  in 
the  social  and  religious  condition  of  the  people.  4.  That  the  great 
prophets  interpreted  these  changes  as  a  growing  revelation  of  the 
character,  purpose  and  power  of  Jehovah.  5.  That  during  the  period 
the  Hebrew  people  changed  from  pettiness  and  provincialism  into  a 
cultured,  broad-minded  people. 

Question  to  be  answered : 

1.  What  answers  should  be  given  to  the  questions  in  section  370? 

LESSON  71 
THE  NEW  AGE  THAT  BEGAN  WITH  THE  EXILE 
Read 

SHH,  371-374;  HBiv,  3S-40. 

Note  carefully  the  following  facts : 

1.  That  the  exilic  period  covered  a  httle  less  than  two  centuries. 

2.  That  during  this  period  the  Hebrews,  cut  off  from  political  re- 
sponsibilities, devoted  their  energies  and  genius  to  commerce,  htera- 
ture,  and  religion.  3.  That  from  this  time  on  they  were  distinctively 
known  as  ''the  Jews"  and  their  country  as  Judea.  4.  That  the 
most  important  bil^lical  sources  are  found  in  the  Books  of  Ezra, 
Nehemiah,  Lamentations  and  in  a  group  of  the  prophetical  writings. 

Questions  to  be  answered : 

1.  What  great  changes  did  the  Exile  produce  in  the  Hebrew  people? 

2.  What  was  the  probable  reason  for  the  change  in  the  name  by 

which  they  were  generally  known? 

3.  What  important  changes  in  their  method  of  reckoning  time  dated 

from  the  seventh  century? 

4.  What  two  biblical  books  are  the  principal  historical  sources  con- 

cerning this  period? 

5.  What  non-biljlical  material  is  of  great  importance? 

Optional  Reading  References: 

See  SHH,  Ai)pendix  2,  page  3 17,  sections  372-374. 


44         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  72 

THE  SCATTERED  PEOPLE 
Read 

SHH,  375-381;  HBiv,  7-12;  HBiii,  303-307. 
Note  carefully  the  following  facts: 

1.  That  the  first  effect  of  the  Exile  upon  the  Jews  was  to  benumb 
and  dishearten  them.  2.  That  the  first  result  of  the  disastrous  war 
was  the  distribution  of  many  Jews  among  three  countries.  3.  That  the 
great  body  of  the  Jewish  peasantry  remained  in  their  own  land  with 
a  governor  of  their  own  race.  4.  That  the  responsibility  for  the 
disasters  that  came  upon  this  group  of  the  Jews  was  their  own. 

Questions  to  be  answered : 

1.  How  did  Nebuchadrezzar  show  his  friendly  spirit  to  the  Jews  left 

in  Palestine  through  his  appointment  of  their  governor? 

2.  WTiy  was  the  murder  of  Gedahah  so  deplorable? 

3.  Why  did  Jeremiah  ad\T[se  the  excited  people  against  fleeing  to 

Egypt? 

4.  WTiat  was  his  last  message  concerning  Jehovah's  attitude  toward 

them  on  account  of  their  unfaithfulness? 

5.  What  was  the  most  impressive  characteristic  of  Jeremiah's  long 

ser\dce  as  a  prophet? 

6.  What  was  his  greatest  contribution  to  religious  thinking? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  347,  sections  375-381. 

LESSON  73 

THEIR  POINT  OF  VIEW 
Read 

SHH,  382,383;  HBiv,  1-7. 

Note  carefully  the  following  facts : 

1.  That  Ezekiel  in  chapters  25  to  32  expressed  the  feeling  of  the 
Jews  regarding  surrounding  nations.  2.  The  interesting  figures  of 
speech  by  wliich  each  country  is  characterized.  3.  The  strong  con- 
fidence in  Jehovah's  ultimate  action  on  behalf  of  liis  oa\ti  people.  4. 
The  elaborate  poetic  structure  of  the  Lamentations.  5.  Their  \'ivid 
descriptions  of  the  misery  of  the  dispossessed  people. 

Questions  to  be  answered: 

1.  W  hk'h  is  the  most  effective  of  the  prophetic  figures  used  by  Ezekiel 

in  chapters  25  to  32? 

2.  What  great  underljing  conviction  justified  the  prophet  in  these 

keen  expressions  of  judgment? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         45 

3.  What  peculiar  literary  form  did   the  author  of  the  Lamentations 

employ? 

4.  Consider  the  bearing  of  this  fact  upon  Jeremiah's  authorship  of 

these  poems. 

5.  What  do  they  state  regarding  the  condition  of  the  Jews  immediately 

after  the  Exile? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  348,  sections  382,383. 

LESSON  74 
EZEKIEL'S  CONSTRUCTIVE  LEADERSHIP 
Read 

SHH,  384-388;  HBiv,  12-23. 

Note  carefully  the  following  facts : 

1.  That  notwithstanding  the  advantages  of  their  new  environment 
the  Jews  in  Babylonia  were  greatly  depressed.  2.  That  Ezekiel's 
messages  were  the  chief  means  of  restoring  them  to  hopefulness.  3. 
That  Ezekiel  was  the  one  who  thought  out  the  future  in  terms  of  a 
new  emphasis  on  formal  rchgion.  4.  His  purpose  was  to  compel  the 
whole  people  to  be  holy  and  worshipful. 

Questions  to  be  answered: 

1.  How  did  Ezekiel's  vision  of  the  dry  bones  (chapter  37)  epitomize 

the  condition  of  the  people  and  his  helpful  messages  to  them? 

2.  What  did  the  Exile  come  to  mean  to  them  socially? 

3.  What  did  Ezekiel  seek  to  make  it  mean  to  them  religiously? 

4.  By  what  striking  figure  did  he  set  forth  his  scheme  for  Israel's 

future? 

5.  What  fundamental  results  did  he  seek  to  accomphsh  through  this 

scheme? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  348,  sections  386-388. 

LESSON  75 
THE  CHALDEAN  RULE 
Read 

SHH,  389-395;  HBiii,  265-267;  HBiv,  23-33. 

Note  carefully  the  following  facts : 

1.  The  internal  direction  of  Nebuchadrezzar's  ambitions.  2.  The 
rapid  passing  of  the  empire  after  his  death.  3.  The  remarkable  rise 
of  Cyrus  into  prominence  and  power.    4.  The  splendid  influence  of 


46         HOW  TO  STUDY  THE  OLD  TESTAMENT 

the  Babylonian  en\ironnient  upon  the  hterary  and  legal  activity 
of  the  Jews. 

Questions  to  be  answered : 

1.  In  what  three  ways  was  Nebuchadrezzar  a  notable  sovereign? 

2.  What  was  the  real  reason  for  the  rapid  decadence  of  the  Chaldean 

empire? 

3.  Into  what  three   political   di\dsions   had  western  Asia  separated 

when  C3TUS  began  his  conquering  career? 

4.  What  varied  influences  caused  the  exilic  leaders  to  become  men  of 

literature? 

5.  What  great  school  of  writers  developed  and  what  important  his- 

torical books  did  they  contribute  to  the  Bible? 

6.  What  legal  code,  in  addition  to  that  of  Ezekiel,  may  fairly  be 

attributed  to  that  period? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  348,  sections  389-395. 


LESSON  76 
THE  COMING  DELIVERANCE 
Read 

SHH,  396-400;  HBiv,  60-64. 

Note  carefully  the  following  facts : 

1.  The  various  prophetic  anticipations  of  the  fall  of  Babylon.  2. 
The  difficulty  of  being  certain  whether  Isaiah  40-48  was  written 
before  or  after  Babylon's  fall.  3.  How  an  adequate  conception  of 
Jehovah  underlies  the  promises  of  Israel's  redemption.  4.  The  same 
conception  enables  the  prophet  to  ridicule  the  habits  of  Babylonia. 
5.  The  deliverance  is  not  merelj^  a  rescuing  of  the  people  but  their 
introduction  to  an  infinitely  greater  task. 

Questions  to  be  answered : 

L  How  were  the  Jews  justified  in  their  joy  over  the  approaching 
do\\'nfall  of  Babylon? 

2.  Into  what  three  sections  does  Isaiah  40-60  divide? 

3.  What   supreme    conception   concerning   Jehovah   is   expressed   in 

Isaiah  40  to  48? 

4.  What  new  responsibility  did  it  declare  Jehovah  would  place  upon 

his  people? 

5.  What  great  objective  did  it  ascribe  to  Jehovah? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  348,  sections  398-400. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         47 

LESSON  77 

ISRAEL'S  HIGH  DESTINY 
Read 

SHH,  401-403;  HBiv,  95-104. 

Note  carefully  the  following  facts : 

1.  That  these  chapters  49  to  55  formulate  the  crownmg  conception 
of  Old  Testament  religious  thinking.  2.  That  this  conception  is 
set  forth  in  four  special  passages  culminating  ^\ith  Isaiah  53.  3. 
That  it  interprets  Israel's  destiny  in  terms  wliich  only  the  life  of 
Jesus  could  make  clear.  4.  That  all  of  the  promises  of  Israel's  future 
glory  are  conditioned  upon  the  complete  repentance  and  entire  loyalty 
of  the  people.  5.  That  nothing  in  Old  Testament  literature  surpasses 
Isaiah  40  to  55  in  range,  trutlifulness,  and  power. 

Questions  to  be  answered : 

1.  What  is  the  dominant  idea  set  forth  in  Isaiah  49  to  55? 

2.  Why  is  it  greater  than  any  idea  wliich  the  prophets  of  the  eighth 

century  developed? 

3.  What  details  do  the  "servant  passages"  put  into  his  complete 

picture? 

4.  How  do  these  chapters  describe  Israel's  future? 

5.  What  nine  great  ideas  describe  the  philosophy  of  Israel's  history? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  348,  sections  401-403. 

LESSON  78 

THE  RETURN  TO  JUDEA 
Read 

SHH,  404-408;  HBiv,  26,  30-34. 

Note  carefully  the  following  facts : 

1.  That  the  2000  years  of  Semitic  dominance  ended  with  the  down- 
fall of  the  Chaldean  empire.  2.  The  wonderful  capacity  of  C>tus 
for  world-rulership.  3.  That  Cyrus*  policy  regarding  conquered 
peoples  enabled  the  Jews  to  return  to  their  own  country.  4.  That 
only  a  small  percentage  of  the  Jews  availed  themselves  of  tiiis  op- 
portunity. 5.  That  the  newly  returned  exiles  prepared  the  way 
for  the  resumption  of  regular  forms  of  worsliip. 

Questions  to  be  answered : 

1.  What  circumstances  co-operated  to  make  easy  the  conquest  of 

Babylon  by  Cyrus? 

2.  WTiat  made  Cyrus  so  successful  as  a  ruler? 


48         HOW  TO  STUDY  THE  OLD  TESTAMENT 

3.  How  did  the  Jews  regard  him? 

4.  Why  did  so  few  of  the  Jews  take  advantage  of  his  permission  to 

return  to  Judea? 

5.  What  was  their  first  task  on  reaching  Judea? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  348,  sections  405-408. 

LESSON  79 
HAGGAFS  STIRRING  APPEAL 
Read 

SHH,  409-413;  HBiv,  35-37,  41-42. 

Note  carefully  the  following  facts : 

1.  That  Cyrus  was  within  a  decade  succeeded  by  Cambyses,  who 
was  his  direct  opposite  as  a  ruler.  2.  That  Darius  was  not  the  Hneal 
successor  of  Cambyses.  3.  That  the  accession  of  Darius  w^as  the 
signal  for  disturbances  which  made  his  domination  over  the  whole 
empire  uncertain.  4.  That  the  prophet  Haggai  took  this  opportune 
time  to  stir  up  the  little  Jewish  community  to  rebuild  the  temple. 
5.  The  patriotic  hopes  which  Haggai  expressed  regarding  their  future. 

Questions  to  be  answered : 

1.  What  made  Cambyses  such  a  failure  as  a  ruler? 

2.  What  was  the  underl>dng  secret  of  the  success  of  Darius? 

3.  Within  how  many  months  were  Haggai's  messages  deUvered? 

4.  What  reasons  did  he  give  for  building  the  temple? 

5.  How  did  he  seek  to  arouse  their  enthusiasm  for  their  task? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  348,  sections  411-413. 

LESSON  80 
THE  PROPHET  ZECHARIAH 

Read 

SHH,  414,415;  HBiv,  43-52. 

Note  carefully  the  following  facts : 

1.  That  the  first  eight  chapters  of  the  Book  of  Zechariah  relate 
to  the  period  of  the  building  of  the  temple.  2.  The  remarkable  series 
of  visions  through  which  the  prophet  expressed  his  thought.  3. 
Their  singular  effectiveness  in  presenting  moral  and  rehgious  ideas. 
4.  The  representative  character  of  chapter  8.  5.  That  Zechariah's 
ideas  and  methods  were  complemental  to  those  of  Haggai. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         49 

Questions  to  be  answered : 

1.  How  many  chapters  of  the  Book  of  Zechariah  relate  to  the  building 

of  the  second  temple? 

2.  Through  what  eight  visions  did  he  encourage  the  people  in  their 

task? 

3.  What  moral  conditions  did  the  prophet  emphasize  for  the  future 

Judea? 

4.  In  what  fine  way  did  he  answer  the  question  of   the  deputation 

regarding  the  observance  of  the  regular  fasts? 

5.  In  what  definite  ways  did  he  describe  the  happy  future  of  his 

people? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  349,  sections  414,  415. 


LESSON  81 

THE  COMPLETION  OF  THE  SECOND  TEMPLE 

Read 

SHH,  416-422;  HBiv,  42,43,  51,52. 

Note  carefully  the  following  facts : 

1.  The  incidental  but  accurate  Ught  thrown  on  the  character  of 
Darius  by  this  narrative.  2.  The  differences  between  the  new  temple 
and  the  old.  3.  The  enormous  value  of  the  completed  temple  to  the 
Jews  as  a  people.  4.  The  curious  disappearance  of  Zerubbabel  from 
history  and  its  effect  upon  prophecy.  5.  That  the  Exile  brought 
about  a  mmiber  of  marked  changes  in  the  religious  life  of  the  people. 

Questions  to  be  answered : 

1.  From  the  standpoint  of  the  Jewish  people  which  was  the  greater 

ruler,  Cyrus  or  Darius? 

2.  Notwithstanding  all  that  the  second  temple  lacked,  what  gave  it 

a  great  advantage  in  the  eyes  of  the  people  over  Solomon's 
temple? 

3.  What  was  its  positive  value  to  the  scattered  Jewish  race? 

4.  Why  was  the  disappearance  of  Zerubbabel  no  real  religious  calamity 

to  the  Jews? 

5.  What  six  changes  in  religious  thought  and  worsliip  were  noticeable 

among  the  Jewish  j^eojilc  after  the  building  of  the  second  temple? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  349,  sections  417-422. 


50         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  82 

TWO  GENERATIONS  WITHOUT  BIBLICAL 

RECORD 
Read 

SHE,  423-428;  HBiv,  60,  70. 

Note  carefully  the  following  facts: 

1.  That  these  years  were  for  some  reason  years  of  probable  dis- 
appointment and  disillusion  on  the  part  of  the  Jewish  community. 
2.  That  the  Persian  empire  passed  the  zenith  of  its  power  durinc; 
this  time.  3.  That  the  Greek  peoples  began  to  be  aggressive  and 
ambitious  for  Asiatic  conquest.  4.  That  toward  the  close  of  this 
period  the  Edomites,  the  hereditary  enemies  of  the  Jews,  were  ex- 
pelled from  Petra  and  driven  northward.  5.  That  the  prophecy  of 
Obadiah,  as  well  as  of  Malaclii,  seems  to  refer  to  and  rejoice  over 
tliis  humihation. 

Questions  to  be  answered: 

1.  What  reasons  can  be  given  for  the  silence  of  the  biblical  historians 

wdth  reference  to  these  years? 

2.  What  kept  the  Persian  empire  dominant  in  Asia  for  a  century 

not^^'ithstanding  its  weaknesses  and  failures? 
3.,  By  what  stages  did  the  Greeks  develop  an  ambition  to  become  a 
world  power? 

4.  What  reasons  does  the  Book  of  Obadiah  suggest  for  the  hatred 

that  the  Jew  felt  for  an  Edomite? 

5.  On  what  outcome  of  the  struggle  between  the  two  nations  did  a 

religiously  minded  Jew  confidently  count? 

Optional  Reading  References: 

See  SHE,  Appendix  2,  page  349,  sections  423-428. 

LESSON  83 
THE  REFORMER  WHO  WROTE  THE  BOOK  OF 

MALACHI 
Read 

SHH,  429,430;  HBiv,  64-72, 117-119,  123. 

Note  carefully  the  following  facts : 

1.  That  the  problems  discussed  in  Isaiah  34,  35,  56  to  66  (see  section 
399  SHH)  are  similar  to  those  which  the  author  of  the  Book  of  Malachi 
confronted.  2.  They  are  all  community  problems  involving  gro^wlh 
in  character.  3.  That  the  Book  of  Malachi  employs  a  formal  method 
new  to  prophecy.  4.  The  name  jNIalachi  may  be  impersonal,  meaning 
"My  Messenger."    5.  That  the  Book  of  ISIalachi  includes  the  cmious 


HOW  TO  STUDY  THE  OLD  TESTAMENT         51 

combination  of  a  stirring  etliical  message  and  a  display  of  bitter 
apocalyptic  temper. 

Questions  to  be  answered : 

1.  How  can  the  apocalyi)tic  message  of  destruction  in  Isaiah  34  be 

reconciled  with  the  contrasting  message  of  chapter  35? 

2.  What  is  the  finest  passage  among  the  character  studies  of  Isaiah 

56-G6? 

3.  "Wliat  was  Malachi's  great  criticism  of  the  community  of  his  day? 

4.  W^iat  solution  did  he  offer  for  its  betterment? 

5.  What  was  liis  picture  of  the  future  wliich  they  should  anticipate? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  349,  sections  429,  430. 


LESSON  84 

EZRA  THE  SCRIBE 
Read 

SHH,  431-434;  HBiv,  130-133. 

Note  carefully  the  following  facts : 

1.  That  the  material  relating  to  Ezra  comes  from  the  pen  of  the 
Chronicler  two  centuries  later  than  Ezra's  da3\  2.  Some  authorities 
regard  Ezra  as  a  mere  personification  of  the  movement  toward  Judaism 
under  scribal  leadership.  3.  The  question  whether  Ezra  preceded 
or  followed  Nehemiah  is  in  any  case  an  open  one.  4.  That  the  notable 
fact  of  the  period  is  the  transfer  from  Bab^donia  to  Judca  of  that  pas- 
sionate zeal  for  the  law  wliich  estabhshed  Judaism  at  Jerusalem. 

Questions  to  be  answered : 

1.  Of  what  group  of  Israel's  teachers  was  Ezra  a  leader? 

2.  What  great  motive  inspired  hhn  and  his  followers  to  make  the 

pilgrimage  to  Judea? 

3.  According  to  the  biblical  record  what  reform  did  he  quickly  at- 

tempt? 

4.  If  Ezra  really  attempted  to  ])uild  the  walls  of  Jerusalem   why 

should  his  enterprise  have  been  frustrated? 

5.  What  impression  do  these  narratives  give  of  the  personal  char- 

acteristics of  Ezra? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  349,  sections  432-434. 


52         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  85 

NEHEMIAH  THE  GOVERNOR 
Read 

SHH,  435-441;  HBiv,  104-126. 

Note  carefully  the  following  facts : 

1.  The  unusual  first-hand  value  of  most  of  the  records  regarding 
Nehemiah.  2.  The  remarkable  fullness  and  clearness  of  the  portrait 
they  present.  3.  The  importance  of  the  enterprise  which  enhsted 
his  ser\ices.  4.  The  thoroughgoing  way  in  which  he  reorganized 
the  community  at  Jerusalem. 

Questions  to  be  answered : 

1.  How  much  of  influence  and  dignity  was  involved  in  the  position 

which  Nehemiah  held  at  the  Persian  Court? 

2.  What  combination  of  motives  caused  him  to  hsten  ta  the  plea 

of  Ms  countrymen? 

3.  What  far-reaching  plans  for  the  Jewish  community  in  Palestine 

did  he  gradually  execute? 

4.  W^at  hght  does  the  narrative  throw  upon  bis  qualities  for  leader- 

ship? 

5.  What  series  of  schemes  did  three  enemies  plan  for  his  downfall 

and  how  did  he  meet  them? 

6.  What  gave  Nehemiah  his  tremendous  hold  upon  the  people? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  349,  sections  436-441. 

LESSON  86 
THE  ADOPTION  OF  THE  NEW  LAW 

Read 

SHH,  442-446;  HBiv,  126-131. 

Note  carefully  the  following  facts : 

1.  That  the  establishment  of  the  new  law  is  ascribed  to  Ezra  and 
Nehemiah  jointly.  2.  That  the  leadersliip  in  its  adoption  by  the  ' 
l)eople  was  taken  by  Ezra.-  3.  That  the  covenant  into  wliich  the 
l)eople  entered  was  put  into  writing.  4.  The  Book  of  Ruth  is  con- 
sidered by  many  to  have  been  a  protest  against  the  exclusive  spirit 
of  the  day.  5.  The  new  law  created  a  closely  unified  people  entirely 
separated  from  the  rest  of  the  world.  6.  Its  complete  transformation 
of  the  Jews  into  a  rabbinically  ruled  people  was  the  work  of  centuries. 

Questions  to  be  answered : 

1 .  What  significant  place  does  Ezra  take  in  regard  to  the  public  adop- 
t ion  of  the  law? 


HOW  TO  STUDY  THE  OLD  TESTAMENT         513 

2.  Wliat  results  followed  from  his  public  interpretation  of  the  meaning 

of  the  new  law? 

3.  What  four  piincipal  obligations  did  the  people  assume? 

4.  Why  did  the  masterly  protest  of  the  Book  of  Ruth  fail  to  prevent 

the  law  against  the  marriage  of  a  Jew  ^\^th  an  alien? 

5.  What  was  the  most  significant  result  of  the  entire  series  of  reforms 

under  Ezra  and  Nehemiah? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  pages  349,  350,  sections  443-446. 

LESSON  87 

THE  ESTABLISHMENT  OF  JUDAISM 
Read 

SHH,  447-452;  HBiv,  132-134. 

Note  carefully  the  following  facts : 

1.  That  one  great  result  of  the  hundred  and  fifty  years  following 
the  Exile  was  the  gradual  elaboration  of  a  comprehensive  code  of 
law  by  those  whose  motives  and  methods  were  distinctively  priestly. 
2.  This  code  was  truly  Mosaic  in  the  sense  that  it  grew  out  of  the 
original  principles  laid  down  by  Moses  and  embodied  all  subsequent 
attempts  at  defining  the  rehgious  duties  of  the  people.  3.  That 
parallel  A\'ith  tliis  law  code  was  prepared  a  third  great  history  of 
Israel,  emphasizing  mainly  its  institutional  development,  wliich  is 
commonly  known  as  P.  4.  The  combination  of  the  prophetic  his- 
tories with  these  priestly  works,  carried  through  by  an  unknown  person, 
accounts  for  the  remarkable  variety,  breadth,  and  power  of  the  Hexa- 
teuch  of  today.  5.  That  with  all  the  defects  of  Judaism,  as  viewed 
from  the  standpoint  of  today,  it  seems  to  have  been  the  form  of  organ- 
ized life  wliich  best  enabled  the  Jewish  people  to  stand  the  trials  of 
the  next  four  centuries. 

Questions  to  be  answered : 

1.  By  what  means  did  the  scribal  editors  of  the  priest's  code  aim  to 

compel  the  people  to  be  righteous  and  holy? 

2.  What  great  contributions  did  the  priestly  historian  make  to  the 

complete  survey  of  Israel's  history? 

3.  How  many  centuries  did  it  take  to  complete  the  Hexateuch? 

4.  What  represents  the  prophetic  and  the  priestly  elements  in  religious 

development  today? 

5.  Wiat  was  the  effect  of  Judaism  on  the  individual? 

6.  How  much  of  the  Old  Testament  was  available  in  substantially 

its  present  form  about  400  B.C.? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  350,  sections  447-451. 


54         HOW  TO  STUDY  THE  OLD  TESTAMENT 

LESSON  88 
ISRAEL  AFTER  THE  EXILE 
Read 
SHH,  453. 
Note  carefully  the  following  facts : 

1.  That  the  previous  seventeen  lessons  cover  the  historical  data 
furnished  by  the  Books  of  Ezra,  Nehemiah,  Lamentaiions,  and 
five    prophetical    books,    beside    portions    of  Jeremiah  and  Ezekiel. 

2.  That  it  was  the  greatest  creative  period  in  the  history  of  Israel. 

3.  That  the  Exile  instead  of  being  a  disaster  was  Israel's  great  op- 
portunity. 4.  That  the  high- water  mark  of  religious  development 
was  reached  during  this  age.  5.  That  religion  became  the  supreme 
interest  of  the  people. 

Questions  to  be  answered : 

1.  What  answers  should  be  given  to  the  questions  in  sections  453 

SHH  (page  262)? 

2.  As  a  character  study,  with  what  other  personalities  in  Hebrew 

histor}^  can  Nehemiah  be  justly  compared? 

3.  How  extensive  was  the  dispersion  of  the  Jewish  race  by  400  B.C.? 

4.  Which  was  more  important  in  the  execution  of  Jehovah's  purpose, 

the  Israel  in  Judea  or  the  Israel  abroad? 

LESSON  89 

A  GENERAL  SURVEY  FROM  1000  B.C.  TO  400  B.C. 
Read 

SHH,  454. 

Note: 

L  The  fifty  questions  given  in  tliis  section  have  been  so  formulated 
that  none  of  them  can  be  answered  by  direct  reference  to  a  particular 
paragraph,  in  order  to  promote  a  thorough  survey  of  Hebrew  and 
Jewish  history  from  1000  B.C.  to  400  B.C.  Time  should  be  taken 
to  consider  each  question  thoughtfully.  Any  one  who  is  able  to 
answer  these  questions  satisfactorily  has  a  reasonable  mastery  of 
the  history,  literature,  and  life  of  the  Hebrews  and  the  Jews  to  400 
B.C. 

LESSON  90 

THE  LAST  FIVE  HUNDRED  YEARS 
Read 

SHH,  455,  456. 

Note  carefully  the  following  facts: 

L  That  while  this  i)eri()d  is  often  termed  "the  period  of  silence,'' 
it  should  be  called  ''Judaism's  renaissance."     2.  That  it  was  also 


HOW  TO  STUDY  THE  OLD  TESTAMENT         5o 

a  very  iinportant  period  intellectually,  the  sages,  scribes,  and  many 
uncanonical  writers  being  active.  3.  That  Judea  came  during  these 
centuries  under  the  control  of  three  successive  world  empires.  4. 
The  passing  of  dynastic  hopes  caused  the  apocalyi)tic  t}'-pe  of  thinking 
among  the  Jews  to  overshadow  all  other  types  except  during  the 
Maccabean  period.  5.  The  record  of  these  centuries  is  important 
as  sho^^^ng  how  Christianity  expresses  the  soul  of  Judaism.  6.  That 
a  thorough  understanding  of  the  period  is  essential  for  a  compre- 
hension of  the  life  and  thought  of  Jesus. 

Questions  to  be  answered : 

1.  AMiat  was  Judaism's  great  task  during  this  period? 

2.  Why  should  the  apocalyptic  type  of  thinking  have  been  the  most 

popular  tj^pe  during  these  centuries? 

3.  Why  was  the  formalism  of  Judaism  no  bar  to  the  development 

of  a  very  real  spirituality  in  the  individual? 

4.  What  were  the  distinctive  interests  of  a  religiously  minded  man 

in  the  days  of  Judaism? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  350,  section  456. 

LESSON  91 
THE  PROPHET  JOEL  AND  THE  CHRONICLER 
Read 

SHH,  457-459  and  462;  HBiv,  135-145. 

Note  carefully  the  following  facts : 

1.  Although  the  Book  of  Joel  has  been  regarded  by  many  scholars 
in  the  past  as  possibly  the  very  earliest  prophecy,  it  is  generally  agreed 
today  that  it  voices  the  rehgious  thought  of  the  last  centur}-  of  Persian 
rule.  2.  It  contains  some  remarkably  beautiful  and  graphic  pas- 
sages. 3.  That  not  later  than  tliis  period  the  Samaritans,  through 
the  establishment  of  a  rival  temple  which  duplicated  th(>  traditions 
of  that  at  Jerusalem,  aroused  a  lasting  and  bitter  enmity  between 
the  two  communities.  4.  This  fourth  century  B.C.  wtnessed  the 
writing  of  a  new  history  of  the  two  kingdoms  which  interpreted  that 
history  from  an  ecclesiastical  point  of  view.  5.  As  historical  sources 
the  Books  of  Chronicles  are  inferior  to  the  Books  of  Kings  but  they 
add  many  valuable  and  unicjuc  details  to  a  complete  survey  of  the 
history. 

Questions  to  be  answered : 

1.  What  recurring  disaster  gave  the  prophet  Joel  a  basis  for  his  stirring 

appeal  for  repentance? 

2.  What  extraordinary  series  of  inspiring  promises  did  Jehovah  make 

the  repentant  people? 


50         now  TO  STUDY  THE  OLD  TESTAMENT 

3.  How  does  the  third  chapter  of  Joel  harmonize  with  the  great  mis- 

sionary aspirations  of  some  of  his  prophetic  predecessors? 

4.  What    started  the  long-continued  feud  between  Samaritans  and 

Jews? 

5.  What  is  found  in  Chronicles  that  is  not  found  in  Kings? 

6.  What  bibUcal  books  or  sections  furnish  illustrations  of  the  three 

types  of  historical  composition? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  350,  sections  457-459  and  462. 


LESSON  92 
THE  BOOK  OF  JOB 

Read 

SHH,  460,  461;  HBiv,  73-95. 

Note  carefully  the  following  facts: 

1.  That  the  Book  of  Job  is  the  study  in  dramatic  form  of  a  problem 
which  is  vital  to  the  experience  of  every  human  being.  2.  That  wliile 
probably  the  principal  character  was  an  historical  personage,  the  ques- 
tion of  his  historicity  is  not  at  all  vital  to  the  religious  value  of  the 
book.  3.  That  the  three  friends  who  discuss  the  question  of  re- 
sponsibility for  sin  with  Job  represent  three  distinct  types  of  religious 
tliinking.  4.  One  interesting  inference  from  the  book  is  that  such 
a  problem  cannot  be  solved  by  argument  alone.  5.  Its  great  value 
lies  in  its  revelation  of  Job's  own  spiritual  growth. 

Questions  to  be  answered : 

1.  Name  the  eight  characters  in  the  drama  of  Job. 

2.  What  conditions  in  Judea  made  this  study  of  the  significance 

of  suffering  so  opportune? 

3.  A\Tiat  were  the  themes  of  the  three  rounds  of  debate  between 

Job  and  his  friends? 

4.  "WTiat  solutions  of  the  problem  are  suggested  in  the  discussion? 

5.  Through  what  impressive  rehgious  suggestion  on  the  part  of  Jehovah 

was  the  solution  of  the  problem  reached? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  350,  section  46L 


HOW  TO  STUDY  THE  OLD  TESTAMENT        57 

LESSON  93 

THE  HELLENIZATION  OF  ASIA 

Read 

SHH,  463-467;  HBiv,  146-155,  190,191. 

Note  carefully  the  following  facts : 

1.  The  astonisliing  swiftness  with  wliich  Alexander  the  Great 
conquered  the  Asiatic  world.  2.  Our  adequate  information  concern- 
ing the  Greek  domination  of  Asia  from  both  Jewish  and  Greek  sources. 
3.  That  Alexander's  plan  was  to  stamp  upon  the  world  a  cosmopolitan 
ci\"ilization  dominated  by  Greek  influence.  4.  That  this  aggressive- 
ness had  the  effect  of  consohdating  and  intensifying  Je\\ish  loyalty 
to  their  o^vn  ideas  and  institutions.  5.  That  for  a  century  Hellenic 
culture  had  a  commanding  opportunity  to  influence  Judaism. 

Questions  to  be  answered : 

1.  What  w^as  Alexander  the  Great's  place  in  history  as  compared 

wdth  that  of  Tiglath-pileser  IV  (see  SHH,  section  278),  Nebuchad- 
rezzar or  Cyrus? 

2.  What  was  the  first  effect  of  Alexander's  conquest  upon  Judaism? 

3.  Why  were  Hellenism  and  Judaism  bound  to  clash  eventually? 

4.  By  what  two  groups  of  the  successors  of  Alexander  was  Palestine 

strongly  coveted  and  why? 

5.  What  were  the  general  results  of  the  dominance  of  the  Ptolemies 

during  the  century  following  Alexander's  death? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  350,  sections  463-467. 


LESSON  94 

THE   VARIED   LITERARY  ACHIEVEMENTS   OF  THE 
THIRD  CENTURY  B.C. 

Read 

SHH,  468-475;  HBiv,  140,  141,  159-167,  172-177. 

Note  carefully  the  following  facts: 

1.  That  the  first  effect  of  Greek  influence  was  to  stimulate  reflective 
composition  among  the  Jews.  2.  That  this  Uterature  reveals  both 
the  jiractical  religious  wisdom  of  the  age  and  its  serious  limitations. 
3.  The  growing  l)itternoss  and  extravagance  of  apocalyj^tical  thought 
as  exjircvssed  in  Isaiah  24  and  Z(X'hariah  14.  4.  The  wonderful  con- 
trast presented  by  the  suggestive  story  of  Jonah.     5.  The  impression 


58         HOW  TO  STUDY  THE  OLD  TESTAMENT 

through  all  this  variety  of  literary  production  of  the  vigor  and  cathoHcity 
of  Jewish  thinking  during  this  age. 

Questions  to  be  answered : 

1.  What  is  the  greatest  value  to  the  rehgious  thinker  of  today  of  the 

collection  of  varied  wdsdoni  material  in  the  Book  of  Proverbs? 

2.  Notwdtlistanding  the  pessimistic  outlook  of  Koheleth,  what  real 

values  did  he  find  in  life? 

3.  What  wonderful  outburst  of  sacred  lyrics  must  be  attributed  to 

this  age? 

4.  What  real  religious  value  is  in  the  Song  of  Songs? 

5.  What  is  the  great  teaching  of  the  Book  of  Jonah  which  gives  it 

enduring  value? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  pages  350,351,  sections  468-475. 


LESSON  95 
THE  RELENTLESS  POLICY  OF  ANTIOCHUS 

Read 

SHH,  476-479;  HBiv,  186-20L 

Note  carefully  the  following  facts : 

1.  The  ambitious  plan  of  Antiochus  to  create  a  pan-Hellenic  con- 
federacy. 2.  That  the  Jews  were  the  one  great  obstacle  in  his 
way  because  of  their  devotion  to  Judaism.  3.  The  combination  of 
circumstances  which  caused  him  to  vow  to  extirpate  Judaism.  4. 
The  frightful  and  paralyzing  consequences  of  his  policy  in  Judea. 
5.  The  sudden  uprising  among  the  Jews  in  defense  of  their  rehgious 
institutions. 

Questions  to  be  answered : 

1.  What  various  purposes  entered  into  the  ambitious  pohcy  of  An- 

tiochus? 

2.  What  goaded  him  into  such  intense  fury  against  liis  Jewish  subjects? 

3.  To  what  extent  did  he  carry  their  humihation? 

4.  In  what  uncanonical  books  is  the  thrilhng  story  of  the  revolt 

against  Antiochus  described? 

5.  What  made  the  outbreak  so  important  to  the  Jews  and  so  dangerous 

to  the  Syrians? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  351,  sections  476-479. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         59 

LESSON  96 
THE  APOCALYPTICAL  WRITINGS  OF  DANIEL 

AND  ENOCH 
Read 

SHE,  481,  482;  HBiv,  201-203. 

Note  carefully  the  following  facts : 

1.  The  astonishing  appropriateness  of  the  Book  of  Daniel  in  this 
crisis  of  Jemsh  history.  2.  Tlie  inspiring  character  of  the  five  nar- 
ratives of  the  book  for  those  who  were  struggUng  to  be  faithful  to 
Jehovah.  3.  That  the  four  \'isions  of  the  book  conclude  \vith  Persian 
ascendency  and  with  the  days  of  Antiochus.  4.  The  author  of  the 
book  seems  to  have  belonged  to  the  period  of  greatest  disaster  just 
before  the  overthrow  of  the  plans  of  Antiochus  and  his  death.  5. 
That  both  Daniel  and  the  apocryphal  Book  of  Enoch  abound  in 
assertioDs  of  the  assurances  of  reUgion. 

Questions  to  be  answered : 

1.  What  are  the  rehgious  values  of  the  five  splendid  narratives  in 

Daniel  1  and  3  to  6? 

2.  What  four  kingdoms  were  represented  by  the  great  image  and 

by  the  four  great  beasts? 

3.  What  makes  it  clear  that  the  "httle  horn"  represented  Antiochus 

Epiphanes? 

4.  What  confident  predictions  regarding  his  end  were  made? 

5.  What  gave  the  writer  tliis  glorious  confidence  in  the  face  of  the 

awful  situation? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  351,  sections  481,  482. 

LESSON  97 
THE  LE.\DERSHIP  OF  JUDAS  AND  JONATHAN 

Read 

SHH,  480,  483-487;  HBiv,  203-231. 

Note  carefully  the  following  facts: 

1.  The  remarkable  cai)acity  of  Judas  for  military  leadersliip.  2. 
That  witliin  two  years  he  re-entered  Jerusalem  and  re-established 
regular  worsliip.  3,  That  Ids  downfall  was  largely  due  to  the  treachery 
of  the  liigh  priest  and  the  curious  shortsightedness  of  many  of  his 
people.  4.  That  Jonathan  by  his  shrewd  diplomacy  took  advantage 
of  the  weaknesses  of  Syria.  5.  That  the  struggles  of  rival  candidates 
for  the  throne  of  Syria  really  gave  Judea  her  independence. 


60         HOW  TO  STUDY  THE  OLD  TESTAMENT 

Questions  to  be  answered : 

1.  ^Vhen  Antiochus  V  granted  full  religious  liberty  to  the  Jews  why 

was  it  not  satisfactory  to  such  leaders  as  Judas  and  Jonathan? 

2.  In  his  six  years  of  activity  what  did  Judas  accomplish  for  his 

people? 

3.  By  what  stages  did  Jonathan  secure  a  practical  control  of  Palestine? 

4.  Why  may  the  Books  of  Esther  and  Judith  be  appropriately  as- 

signed to  this  age? 

5.  In  what  Jewish  group  could  the  Book  of  Tobit  have  originated? 

Optional  Reading  References : 

See  SHE,  Appendix  2,  page  35.1,  sections  480  and  483-487. 


LESSON  98 

THE  PROSPEROUS  REIGNS  OF  SIMON  AND 
JOHN  HYRCANUS 

Read 

SHH,  488-491;  HBiv,  231-246. 

Note  carefully  the  following  facts : 

1.  That  Simon  entered  into  full  possession  of  independent  sover- 
eignty. 2.  In  his  day  the  great  rehgious  hymnal  of  Judaism,  the 
Psalter,  was  brought  to  completion.  3.  John  Hyrcanus  made  a 
thorough  conquest  of  the  Samaritans  and  the  Edomites  and  greatly 
enlarged  his  dominions.  4.  The  great  weakness  of  the  Hasmonean 
dynasty  was  its  combination  of  royalty  with  the  high  priesthood. 
5.  During  John's  reign  Jerusalem  became  a  much  more  beautiful 
and  well-defended  city. 

Questions  to  be  answered : 

1.  By  what  means  did  these  sovereigns  attempt  to  give  their  kingdom 

permanence? 

2.  What  two  peoples  did  they  compel  by  force  to  become  their  sub- 

jects, and  \vith  what  results? 

3.  How  did  they  use  the  treasures  wliich  they  secured  in  warfare? 

4.  How  did  their  mihtary  success  contribute  to  the  downfall  of  their 

kingdom? 

5.  What  are  the  great  themes  of  the  Psalter? 

6.  What  gives  it  its  abiding  hold  upon  mankind? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  pages  351,  352,  sections  489-491. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         Gl 

LESSOX  90 

THE  GREAT  JEWISH  PARTIES 
Read 

SHH,  492-495;  HBiv,  247-254,  260-262. 

Note  carefully  the  following  facts : 

1.  That  these  parties  grew  naturally  out  of  the  conditions  of  the  age. 
2.  That  the  cessation  of  the  struggle  for  independence  led  to  an  ever- 
increasing  emphasis  on  differing  points  of  view.  3.  That  the  virtual 
completion  of  the  Old  Testament  canon  was  followed  by  a  tremend(jus 
growth  in  the  authority  and  the  influence  of  the  Scriptures.  4.  At 
the  same  time  the  synagogue  and  the  scribe  became  increasingly 
important  factors  in  Jewish  community  Ufe.  5.  The  completion  of 
the  Septuagint  (or  Greek  version)  made  the  Old  Testament  uni- 
versally available. 

Questions  to  be  answered : 

1.  Whsit  were  the  essential  differences  between  the  two  great  parties 

in  Judaism? 

2.  ^Yh.y  were  the  Pharisees  always  far  more  numerous  than  the  Sad- 

ducees  or  the  Essenes? 

3.  In  what  respect  did  the  editors  of  the  Greek  Old  Testament  im- 

prove it?     (See  also  sections  11  and  14  SHH.) 

4.  What  books  of  the  Old  Testament  were  probably  added  to  it  in 

the  second  century  B.C.? 

5.  AVhat  was  the  significance  of  the  universal  prevalence  of  the  syna- 

gogue in  Jewish  community  life? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  352,  sections  492-495. 

LESSON  100 

THE  GOLDEN  AGE  OF  ALEXANDRA 
Read 

SHH,  496-502;  HBiv,  246-247,  262-274. 

Note  carefully  the  following  facts: 

1.  That  wliile  Alexander  Jannacus  nominally  controlled  a  great 
kingdom  he  really  ensured  its  certain  downfall.  2.  That  Alexandra's 
reign  was  remarkable  for  sound  constructive  measures  under  Pharisaic 
leadership.  3.  Nevertheless  the  Pharisees  intensified  the  feud^  with  the 
Sadducees,  their  great  rivals,  and  thus  brought  about  the  civil  stnfc 
wliich  wrecked  the  kingdom.  4.  During  this  age  the  author  _of  tlie 
Book  of  Wisdom  made  a  notable  advance  beyond  Kolieh^th.  ;>.  The 
apocalyptic  writings  of  the  age  form  a  significant  introduction  to 
the  New  Testament  writings. 


62         HOW  TO  STUDY  THE  OLD  TESTAMENT 

Questions  to  be  answered : 

1.  Wh}^  did  the  great  prosperity  of  Alexandra's  age  fail  to  make  up 

for  the  mistakes  of  that  of  Jannseus? 

2.  What  permanent  contributions  to  the  life  of  Judaism  were  made 

in  her  day? 

3.  What  important  religious  belief  is  recorded  for  the  first  time  in 

Jewish  literature  in  the  Book  of  Wisdom? 

4.  How  did  the  Roman  general  Pompey  secure  the  opportunity  to 

become  the  master  of  Palestine? 

5.  What  were  the  permanent  results  of  the  century  of  Maccabean 

rule? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  352,  sections  496-502. 

LESSON  101 
THE  BEGINNINGS  OF  ROMAN  OVERLORDSHIP 

Read 

SHH,  503-507;  HBiv,  275-285. 

Note  carefully  the  following  facts: 

1.  The  great  unwillingness  of  the  Jews  to  accept  the  Roman  yoke. 
2.  The  sinister  influence  of  Antipater  the  Idumean,  the  prime  minister 
of  Hyrcanus  11.  3.  The  remarkable  skill  of  Antipater  in  keeping  on 
good  terms  with  his  successive  Roman  masters  and  in  promoting 
the  influence  of  his  family.  4.  The  unquestioned  fact  that  Herod 
won  his  kingdom  as  a  result  of  his  brilliant  ser\dces  as  governor. 

Questions  to  be  answered : 

1.  What  sweeping  changes  did  Pompey  make  in  the  territory  of  the 

former  Hasmonean  kingdom? 

2.  Under  whose  leadersliip  did  the  Jews  of  Palestine  revolt  four  times 

\\dthin  the  fii'st  twelve  years  of  Roman  domination? 

3.  By  what  stages  did  the  family  of  Antipater  become,  in  the  eyes  of 

the  Romans,  the  natural  rulers  of  Palestine? 

4.  What  nobler  side  of  Pharisaism  do  the  Psalms  of  Solomon  illustrate? 

5.  What  incident  in  Herod's  early  career  vividly  illustrated  the  lack 

of  common  sense  of  the  Pharisees? 

Optional  Reading  References: 

See  SHH,  Appendix  2,  page  352,  sections  504-507. 


HOW  TO  STUDY  THE  OLD  TESTAMENT         G3 

LESSON  102 

HEROD  THE  GREAT 
Read 

SHH,  508-514;  HBiv,  285-310. 

Note  carefully  the  following  facts : 

1.  That  the  dominance  of  Rome  in  western  Asia  brought  about 
results  as  profoundly  significant  and  far  reaching  as  Alexander's 
conquest  300  years  before.  2.  Herod's  remarkable  genius  a.s  a  ruler. 
3.  That  in  proportion  to  Ms  resources  no  ruler  who  came  in  contact 
^\dth  the  Jews  surpassed  him  in  the  variet}^  and  importance  of  his 
achievements.  4.  That  his  rebuilding  of  the  tem})le  was  more 
significant  than  even  he  could  have  realized.  5.  That  without  in  any 
way  intending  to  do  so  Herod  by  his  policy  brought  the  messianic 
expectations  of  the  Jews  to  fever  heat. 

Questions  to  be  answered : 

1.  What  were  the  outstanding  characteristics  of  Herod? 

2.  Notwithstanding  his  unusual  abilities  and  services  why  was  he 

hated  by  the  Jews? 

3.  What  contribution  did  Rome  make  to  Asiatic  civilization? 

4.  In  what  varied  ways  did  Herod  try  to  benefit  his  jDcoplc? 

5.  Which  of  the  three  types  of  the  messianic  hope  found  greatest 

favor  \\dth  the  Jews  during  Herod's  reign? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  pages  352,  353,  sections  508-514. 

LESSON  103 
THE  TRAGIC  CLOSE  OF  JEWISH  HISTORY 
Read 

SHH,  515-533. 

Note  carefully  the  following  facts : 

1.  The  moral  responsibility  of  the  Herodian  family  for  its  own 
do^\^lfall.  2.  The  astonishing  shortsightedness  ami  l)igotry  of  the 
Pharisaic  leaders  of  the  Jewish  people.  3.  The  unscrupulousness 
and  brutality  of  the  Roman  procurators.  4.  The  permanence  of 
Jewish  unity  even  after  the  downfall  of  Jerusalem.  5.  The  per- 
sistence of  Jewish  hopefulness  until  the  absolute  destruction  of  tlie 
Jewish  nation  under  Hadrian.  6.  The  gradual  estabhshment  of 
Christianity  as  the  real  expression  of  Jehovah's  purpose  for  the  world. 

Questions  to  be  answered : 

1.  Wliat  were  the  varied  reasons  for  the  revolt  of  the  Jewish  i^cople 
which  in  turn  led  the  Romans  to  lay  Jerusalem  m  ruuis.^ 


(54         MOW  I'O  STUDY  THE  OLD  TESTAMENT 

2.  What  interesting  apocalyptic  books  assisted  in  maintaining  the 

finer  hfe  of  the  people  in  these  days  of  distress? 

3.  What  marked  changes  in  Jewish  life  were  brought  about  by  the 

destruction  of  the  city  and  temple  by  the  Romans? 

4.  On  what  hopes  did  the  Rabbinical  leaders  of  later  Judaism  base 

their  repeated  and  useless  rebellions? 

5.  What  five  permanent  contributions  to  the  world's  reUgious  heritage 

did  Jewish  nationalism  make? 

Optional  Reading  References : 

See  SHH,  Appendix  2,  page  353,  sections  515-532. 


LESSON  104 
A  SURVEY  OF  JEWISH  HISTORY  FROM  400  B.C. 

TO  135  A.D. 
Read 

SHH,  534. 

Note: 

1.  That  these  thirty  questions  have  been  so  formulated  that  none 
of  them  can  be  answered  by  direct  reference  to  a  particular  paragraph, 
in  order  to  promote  a  thorough  survey  of  this  portion  of  Jewish  his- 
tory. No  question  is  asked  which  should  not  be  answered  satis- 
factorily by  any  one  who  has  thoroughly  studied  the  preceding  four- 
teen lessons.  It  is  recommended  that  time  be  taken  to  consider 
each  question  thoughtfully.  2.  That  Appendix  1  of  Sanders'  ''His- 
tory of  the  Hebrews"  provides  a  well-balanced  survey  of  the  whole 
range  of  Hebrew  and  Jewish  history  in  a  form  which  promotes  either 
memorization  or  review. 


PAMPHLET  BINDER 

-  Syracuse,  N.    Y. 

ZZZZ    Stockton,  Colif. 


\' 


BS1194.S21 

How  to  study  the  Old  Testament, 

Princeton  Theological  Seminary-Speer  Library 


i      1    1012  00011   9539 


